Pre-service Teacher Training Research Articles

Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning

What happens when affection and the awareness of affectivity, in the sense of ‘love’ or ‘tenderness’, become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher’s historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program’s potential effects on the learning process and the construction of these pre-service teachers’ professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students’ narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers’ learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom. Keywords: pre-service teacher training, teacher-student interaction, emotions, cultural models, action-research

Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden

Learning in diverse settings during pre-service teacher training equips future primary teachers with the knowledge and skills to teach in authentic learning environments later in their work lives. This experience helps to meet the varying needs of their future students who have increasingly diverse cultural and socio-economic backgrounds with varying levels of access to learning and knowledge. During their university studies, pre-service teachers need to recognise the value of outof-school environments, reinforce awareness in practice, and reflect on experiences to deepen pedagogical thinking about learning environments. This multiple case study describes the common practices in the pre-service training of primary teachers at Tallinn University, University of Helsinki and Uppsala University concerning teaching in out-of-classroom learning environments. Our aim was to explore the ways that the three universities support pre-service primary teachers in using out-ofschool learning environments in their future practice. We intended to identify practices regarding our respective national curricula and university courses for pre-service primary teachers. We have three main suggestions for teacher educators regarding learning to teach in diverseenvironments: enable meaningful and reflective practical tasks in out of university learning environments for pre-service teachers; ensure the sustainability of external partnerships by stating collaborative practices in course programmes while leaving flexibility in the details; and reflect on professional networking across the boundaries of institutions.

Preservice teachers’ experiences of observing their teaching competencies via self-recorded videos in a personalized learning environment

We investigated how preservice teachers observe and analyze their competencies through self-reflection and video-learning community strategies and how self-recorded videos influence their microteaching experience. We aimed to improve preservice teachers’ competencies in light of the Saudi National Professional Teaching Standards. Semi-structured interviews were conducted, and a thematic analysis was performed to extract themes identifying preservice teachers’ experiences and perceptions. The results indicated that the use of self-recorded videos can influence the microteaching experience and help identify development gaps, analyze weaknesses and strengths, and reflect upon them. The results showed that preservice teachers hold positive perceptions and experiences of self-recorded videos to improve their Saudi National Professional Teaching Standards competencies via self-reflection and video learning community. Furthermore, personalized learning principles benefit preservice teacher training programs through self-reflection and self-analysis without coach intervention. This study presents discussions, implications, and recommendations that are relevant to both researchers and practitioners.

Transforming integrative maker education for STEM: Empowering pre-service teachers

Transforming integrative maker education for STEM: Empowering pre-service teachers Dr Ginny Chambers and Dr Kamryn York from Point Park University tell us about a project aimed at enhancing integrative maker education through the training of pre-service teachers, focusing on elementary education. In recent years, maker education has gained traction as a transformative approach to teaching STEM subjects. This innovative pedagogy engages students in hands-on, collaborative learning experiences, fostering creativity, problem-solving skills, and a deeper understanding of STEM concepts. “Transforming Integrative Makerspace Education for STEM” (a National Science Foundation funded project) focuses on improving the quality and effectiveness of STEM education for pre-service teachers. The project builds on the knowledge about teaching and learning by creating, implementing, and assessing faculty development, interactive instruction, and STEM lesson plan development. This study fosters a more collaborative approach among education and STEM faculty, resulting in the revision and implementation of ten education courses to emphasize STEM experiential learning through makerspace pedagogy.

The big challenge: Integrating digital teaching competence in the training of pre-service teachers

Preparing teacher candidates for teaching in the 21st century is a great challenge for universities. Teacher training programs must provide trainees with both theoretical and practical knowledge and opportunities for developing professional competences in the digital world. The aim of this study is to explore the perceptions of a group of pre-service teachers from a Catalan university on whether their training program and internship enabled them to develop their digital teaching competence. While developing this study, we deployed various qualitative and quantitative instruments of data collection and analysis. Results reveal there are weaknesses in their current training practices but also suggest that a process of change is taking place.

Realigning online teacher training modules to COVID-19: An evaluation of the online training module among pre-service and in-service teachers in Pakistan

This paper aims to have a critical evaluation of an online training module among pre-service and in-service teachers in Pakistan. The aim of this study was to provide a thorough examination of the various aspects that contribute to both satisfaction and dissatisfaction with the training module. This evaluation is critical in the process of facilitating the accommodation of the synchronous and asynchronous online models that have established a permanent mark in education years after the COVID-19 pandemic lockdowns. A total of thirty educators who registered for the online training module were selected as participants for the study, in which open-ended online questionnaires were employed as the primary method of data collection. This research employed Braun and Clarke's technique, which involves a six-step theme analysis process. The results revealed the mixed feelings of satisfaction and dissatisfaction with adopting training modules. The motivation behind satisfaction stemmed from several factors, including the pertinence of content structure, adaptability, proficient utilization of media, and a determined attitude. Conversely, dissatisfaction was driven by the inadequacy of the content in addressing issues they thought were pertinent for teachers in the 21st century. The study underlined the crucial role of content design in online instruction, highlighting the need for robust planning to create accessible, engaging, and flexible modules compatible with standard devices like smartphones. The study proposes the ongoing adjustment of online modules to cater to the requirements of learners in the 21st century. This is because online modules have great potential for establishing a permanent position in the training of pre-service and in-service teachers.

Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.

Self-Authorship: A Pedagogical Tool for Pre-Service Teachers to Develop (Pre)Professional Identity

This article reports on the use of self-authorship as a pedagogical tool to develop pre-service teachers’ professional identities. Pre-professional identity is considered a dynamic, less mature version of professional identity. Such a notion of fluidity in the professional self necessitates the integration of both personal and professional life experiences in the process of becoming, rather than already being, a teacher. A random sample of 56 pre-service teachers from a population of first-year students at a South African university was selected for this qualitative interpretivist study. Thematic analysis of personal reflections after a professional orientation programme indicates that the pre-professional identity of first-year pre-service teachers is mostly based on external cues and naïve perceptions rather than on well-thought-through personal ideology. The authors draw on Baxter-Magolda’s theory of self-authorship to highlight this influence of past life experiences that shape the pre-professional identity that first-year pre-service teachers bring to initial teacher training programs. Self-authorship is defined as a person’s ability to conceptualise and apply their own beliefs, identity, and social relations in various contexts. Findings confirm that most first-year pre-service teachers place themselves within the first phase of self-authorship. It is postulated that higher education institutions could, through platforms such as Work Integrated Learning, shift the structure and focus of pre-service teacher training programmes away from passive observation and instruction to active partnership, engaged reflection, and critical thinking. Such an approach can then contribute to professional and personal development through the remainder of the pre-service teacher programme. It is further argued that a longitudinal study is needed to explore this required movement towards and through the three phases of self-authorship.

Group adjustment links employability and turnover intention among Hong Kong kindergarten teachers: A school-to-work transition study

Turnover intention of kindergarten teachers is a concerning issue. This issue is particularly salient for novice teachers who, although employed, are still actively exploring their career choices. Scant research has examined what factors during the pre-service period can predict newly appointed kindergarten teachers’ turnover intention and the underlying mechanisms. To fill these gaps, we examined a possible, yet understudied, idea that kindergarten teachers’ employability during the pre-service period would shape their work adjustment after being employed (i.e., how well newcomers adjust to the job demands, work group, and organizational culture), and poor work adjustment would further elicit turnover intention. We tested this idea with a longitudinal, school-to-work transition study among 117 novice kindergarten teachers in Hong Kong. Participants reported their employability at the last semester of a pre-service teacher training program (T1). One to two months after the fall semester began, participants employed as in-service teachers reported their adjustment at work (T2). Then, they reported turnover intention at the beginning of the spring semester (T3). The results showed that T1 employability positively predicted T2 task and group adjustment but not organizational adjustment. More importantly, the indirect effect of T2 group adjustment was significant in the link between T1 employability and T3 turnover intention, but the indirect effects of task and organizational adjustment were insignificant. These findings illuminate the group adjustment mechanism behind the association between novice kindergarten teachers’ employability during the pre-service period and later turnover intention at work, contributing to the socialization process and professional development for novice teachers in the kindergarten context.

The Development of Pre-Service Teacher’s Professional Competence in Teaching English at Kendari, Southeast Sulawesi

Teaching English as a second language requires pre-service educators to possess a diverse skill set and adapt to evolving teaching methodologies and language acquisition theories. Therefore, it is crucial to investigate the factors that contribute to the development of pre-service English teachers' professional competence to ensure their readiness to enter the teaching profession. This study aims to investigate the factors contributing to the development of pre-service English teachers' professional competence in teaching English, addressing the lack of research in this area. More specifically, it aims to explore the challenges faced by pre-service teachers in developing their professional competence, identify areas where current teacher education programs may fall short, and provide practical recommendations for pre-service teacher training programs. This study employs a descriptive qualitative research method by involving five pre-service English teachers participating in a School Teaching Practice Program. To gather the data, this research uses a reflection section and then analyzedcategorized. The findings highlight the significance of active learning experiences, such as fieldwork and classroom practice, in fostering the development of professional competence among pre-service teachers. Additionally, the study emphasizes the need for pre-service teachers to be adequately prepared to meet the evolving needs of English language learners, especially in the context of changing teaching methodologies and advancements in educational technology.

Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study

ABSTRACT Policymakers’ reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children’s academic performance. These changes not only influence the training preservice teachers receive but also impact their sensemaking of how to teach the students in their future classrooms. Such challenges demonstrate a need to understand better how teacher educators and their programs impact preservice teachers’ conceptions of teaching children. This case study begins to address this issue by examining how a sample of preservice teachers’ conceptions of teaching evolved across their teacher education program in relation to what is known about how children learn and develop. Using the teaching construct of RIGOROUS DAP, which consists of 11 principles centered on instructional practices that are academically rigorous and developmentally appropriate, the findings of this case study revealed the evolution in complexity of these preservice teachers’ sensemaking of teaching children and of themselves as teachers. Such findings illuminate at least two opportunities for teacher educators and their programs to support the continued growth and development of preservice teachers as they progress through their programs and enter the ever-changing landscape of publicly funded early childhood programs.

Research on the Cognitive Degree of Pre-service Mathematics Teachers for Mathematical Reasoning Ability in Junior High School in China

Currently, the education of junior high school mathematical reasoning ability has been widely concerned by all walks of life. Many relevant problems about it have been studied except the cognitive degree of pre-service mathematics teachers for the mathematical reasoning ability in junior high school. To address this problem, this study investigates 25 pre-service mathematics teachers’ cognitive degree of junior high school mathematical reasoning ability through open-ended interviews, obtains the current situation of pre-service teachers’ cognitive degree of mathematical reasoning ability in junior high school, and gives targeted suggestions for training pre-service mathematics teachers, so as to promote the implementation of the training goal of mathematical reasoning ability in junior high school. After analyzing, it can be found that: (1) The cognitive scope of the current pre-service mathematics teachers’ mathematical reasoning ability is not wide, more than half of the people do not recognize half of the content; (2) The cognition of many pre-service teachers is not deep, and their understanding of ability performances is simple; (3) The cognition of many pre-service teachers for many aspects of mathematical reasoning ability is not clear. Therefore, it is suggested that: (1) Experts and teachers who are responsible for educating teachers should pay more attention to mathematical reasoning ability in junior high school and add relevant courses; (2) Pre-service mathematics teachers should understand the content of junior high school mathematical reasoning ability comprehensively and deeply, and clarify relevant statements.

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

Cultural Awareness in Pre-Service Early Childhood Teacher Training: A Catalogue of British Cultural Elements in Peppa Pig

Foreign language teaching should integrate the culture embodied in the target language. However, raising cultural awareness does not systematically produce the intended effects when considered an integral component in the teaching context. This quantitative research study focuses on creating a catalogue featuring elements representative of British culture in the animated television series Peppa Pig as part of pre-service early childhood education teacher training in English as a Foreign Language (EFL). This prompts the examination of the potential of Peppa Pig to not exclusively enhance EFL proficiency but to foster a comprehensive understanding of British culture for non-native speakers. Eleven pre-service teachers at the University of Cádiz, Spain, analysed the 52 episodes of Peppa Pig’s season 1 and classified all elements into 13 categories, according to the Qualitative Text Analysis approach. To minimise differences between evaluators, each element of each episode was only checked if at least three evaluators agreed; therefore, 1050 elements were identified, with 501 elements verified in 48 of the 52 episodes. The resulting catalogue contributes to selecting the most significant Peppa Pig’s season 1 episodes concerning British culture elements. The major limitation of the investigation may be the fatigue experienced by the evaluators.

Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework

The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on “Education in the Digital World” by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 2016, which calls for the acquisition of digital competencies by students. In this regard, it is of great importance that future teachers acquire important skills in the field of digitalization during their teacher training in order to effectively and pedagogically use digital media in instruction. In this paper, we present the concept of an intervention on the topic of “Simulation and Modeling” from the competency framework DiKoLAN, which provides possible guidance in relation to the question “which competencies in the field of digitalization should be taught during teacher training?” One focus of the presented concept is the technology of “Augmented Reality,” which has already been described as an effective teaching and learning tool. Furthermore, evaluation results of the seminar are presented, which examine both the effectiveness in terms of conveying the desired competencies through the measurement of self-efficacy expectations, and the attitudes of the pre-service teachers towards the use of AR in science education. The evaluation of the intervention measure shows a significant increase in pre-service teachers’ self-efficacy expectations across all areas of competencies to be taught, as well as a significantly more positive attitude towards the use of AR in science teaching.

Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement

ABSTRACT The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes towards the adoption of evidence-based practices (EBP) for pupils with SEMHD in a sample (n = 79) of undergraduate and postgraduate primary school trainee teachers in England, UK. A questionnaire was used to assess teachers’ academic research engagement operationalised as positive attitudes towards academic research, use of academic research, and knowledge about research. The Evidence-based Practice Attitude Scale (EBPAS) was used to examine attitudes towards EBP. The findings showed that while appreciation of academic research in the sample was high, the use of academic research to inform practice and knowledge about research was low. A positive attitude towards academic research, less scepticism towards the value of academic research to inform school practice, and high research knowledge was associated with a more positive attitude towards EBP. More scepticism towards academic research to inform school practice for SEMHD and weaker understanding of research methods was linked to more scepticism about the relevance of EBP for school practice. The findings have implications for pre-service and in-service teacher training on SEMHD and the implementation of EBP for SEMHD in schools.

Service-Learning and Physical Education in Preservice Teacher Training: Toward the Development of Civic Skills and Attitudes

Purpose: This research analyzes the effects of a Service-learning program on the development of civic attitudes and skills on preservice teachers (n = 98). They provided a direct service of motor sessions aimed at children with functional diversity. Method: The topic was approached using a mixed methodological approach. A pre- and posttest quantitative analysis was performed on the results obtained after applying the Civic Attitudes and Skills Questionnaire, and a qualitative analysis was performed on the content of follow-up journals. Results: The quantitative results indicated a significant positive posttest, and qualitative analysis explained the civic skills and attitudes that the preservice teachers acquired. Discussion/Conclusion: Service-learning is a useful method for promoting the civic attitudes and skills of preservice teachers. The acquired learning specifically affected the different dimensions involved in achieving meaningful learning, an improvement in the skills and attitudes that are essential characteristics of an inclusive teacher.

Developing Information Competences of the Students in Technical Direction with Helping the Technology of “Network Boomerang” Principles

The article discusses ways of increasing students' engagement, motivation and participation in higher education using "Network Boomerang" technology, as an example of pre-service IT teacher training. With the onset of the global pandemic, the role of digital technologies has significantly increased, highlighting the importance of digital transformation, particularly for developing countries, including Uzbekistan. Indeed, digital transformation has the potential to further modernize society and integrate the national economy into global processes. In this context, within the framework of ongoing reforms and the Development Strategy of the New Uzbekistan for the next five years, special attention is being given to the digitization of key areas of activity and the establishment of a genuine information society in the country.

예비교원의 원격교육역량 향상을 위한 교원양성대학의 교과목 개선 사례 연구

The COVID-19 pandemic has underscored the need for emergency distance education in the classroom and heightened the demand for remote teaching competencies in pre-service teachers. However, systematic training for pre-service teachers is still lacking. This study aimed to explore and analyze comprehensive course improvements for enhancing remote teaching competencies of prospective teachers. We examined ten courses offered in 2022 at S University's College of Education in Seoul. Through interviews with professors, course improvement needs were identified and suggestions were derived based on the course syllabi. The study resulted in five directions for course improvement: 1) introduction of future-oriented teaching methods, 2) assignment of content creation for online learning, 3) provision of special lectures by in-service teachers, 4) establishment of distance education environments, and 5) implementation of edtech workshops. After applying these measures to the ten courses, all showed significant improvements in remote teaching competencies. Additionally, the author conducted in-depth interviews with course instructors to gather their perceptions of the course improvement process. The resulting qualitative analysis is presented here. This research presents suggestions for curricular and extracurricular interventions to enhance remote teaching competencies in teacher training colleges by proposing strategies for curriculum improvement. As a result, significant discussions and implications for course design and operation have been derived.

Bridging the Gap: Integrating Theory and Practice for Early Childhood Physical Education Teacher Education in Korea

Early childhood physical education (ECPE) plays a crucial role in giving young children their first impressions of physical activity and promoting lifelong participation. In the Korean context, however, the provision of physical education to young children is challenging owing to a lack of expertise among teachers. This study aims to explore effective teacher training strategies to normalize physical education for young children in Korea. Accordingly, the purpose of this study was to derive teacher education strategies that minimize the gap between theory and practice in ECPE. These integration strategies are presented in two categories: pre-service teacher training strategies and in-service teacher training strategies. Five sub-categories were identified within each category, goal, content, method, evaluation, and environment, and the educational implications in terms of minimizing the gap between theory and practice in ECPE teacher education were discussed based on the results. The teacher education strategies derived based on this study are significant in that they prioritize the integration of theory and practice based on the shared opinions of ECPE scholars and practitioners and offer concrete and practical approaches that can actively contribute to the promotion of ECPE.