Pre-service Teacher Training Research Articles

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction

Starting early in life, children, especially girls, experience obstacles when it comes to developing interest in STEM. Although teachers face an important task in promoting girls (and boys) in STEM, they often encounter hurdles in doing so. A three-month-long training for pre- and in-service teachers in elementary education was developed to counter this phenomenon. An important training feature was teaching ideas for STEM classrooms. Teachers’ evaluation of the training and teaching ideas, changes in their self-concept, and elementary students’ assessment of the teaching ideas were investigated. Students rated the teaching ideas favorably, with no gender differences. Even though each idea incorporated relevant didactic features for gender-sensitive STEM instruction, the teachers rated certain ideas and contents more critically than others. Nevertheless, their assessments speak in favor of the training intervention, while also indicating gaps in teachers’ professional knowledge regarding gender-sensitive didactics. Implications for the design of STEM teacher education are outlined.

Perceptions of Pre-service Teachers about Natural Disasters: Coronavirus, Earthquake, Fire, and Flood

This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned about the long-term effects of protective measures, the majority admit to a lack of preparedness for earthquakes. While they lack practical experience with fires, they are conversant with various fire safety measures. Their understanding of and preparedness for floods, however, were limited. The study highlights the critical need for comprehensive disaster education and readiness training for preservice teachers, suggesting the urgent need for reliable, scientifically backed information.

The current situation of seniors’ usage of active teaching methods during practicums – a case study in Vietnam

In Vietnam, pedagogical students are not just equipped with a system of knowledge and skills in the classroom, they also need to apply the knowledge and skills in general education through practicums. To develop learners' capacity, student teachers need to be equipped to use active teaching methods that are appropriate and promote positiveness. The use of pedagogical methods is most evident during a practicum. This article focuses on determining the reality of seniors who are about to become trained teachers and use pedagogical methods in general education when they join a practicum. The article uses a mixed methods approach, including qualitative and quantitative methods. The questionaries were used to survey 122 seniors regarding the active teaching methods at the pedagogical school and applied during practicums. SPSS software was used for data analysis. The results show that pre-service teachers are aware of the importance of using active teaching methods when practicing. However, they are not proficient, have not applied a variety of these methods, and there is a significant difference in the way they are used by students of different disciplines. The research has implications for the process of training pre-service teachers. It is necessary to equip them to deal with issues related to active teaching methods. On the other hand, students need to actively apply these methods during the practicum. In addition to the efforts of student teachers, this issue needs the close coordination of pedagogical universities and practicum schools.

Study of Innovative Teaching Learning Practices and its Impact on Students Level of Learning

The study focuses primarily on the impact of innovative teaching on effectiveness in a pre-service teacher training college in Otur,Tal-junner,Dist-pune.For joyful learning, effective teaching, and to achieve the set objectives there are vivid innovative ideas are adopted. The teacher educators use those practices to teach students in teacher education institutions to produce competent, skilled, efficient, and proficient teachers. Role play, team teaching, individualized learning; mobile learning, flipped learning, blended learning etc. are some of the examples of innovative practices. Today technology has given teachers across the world a number of innovative teaching tools to enhance teaching methods. These innovative teaching-learning aids and strategies are improving the student’s level of learning

Classroom Assessment Methods and their Influence on Classroom Assessment in Early Years Education in Baringo County, Kenya

The Kenyan Government reformed its 8-4-4 curriculum into a competency-based one (CBC) which emphasized classroom assessment. This would enhance skill acquisition in learners. To accomplish this aspiration, pedagogically skilled teachers were needed. However, several studies revealed that teachers couldn’t implement classroom assessment effectively. The study sought to establish classroom assessment methods and their influence on classroom assessment in early years education in Baringo County, Kenya. The study used a mixed method approach and cross-sectional descriptive survey research design. Quantitative and qualitative data collection methods were utilized. The instruments were a questionnaire, interview guide, and Focus Group Discussion. The target population was 700 public primary schools, 650 headteachers, 2800 EYE teachers, and 45 curriculum support officers. The study established that EYE teachers used written tests to assess all learners including learners of pre-primary (pp1 and pp2). This was contrary to the requirements of the Basic Education Curriculum Framework which required teachers of pre-primary level to avoid assessing learners using written tests thus posing a negative influence on classroom assessment. The study also revealed that EYE teachers had not guided their learners to develop showcase portfolios which negatively influenced classroom assessment aim of monitoring learners’ progress over time. It hindered the promotion of creativity among learners. The study recommends that EYE teachers teaching pp1 and pp2 should avoid assessing their learners using written tests as per the CBAF. Moreover, teachers of grades one, two, and three should also vary the assessment methods they use for classroom assessment rather than dwelling majorly on written tests. During pre-service teacher training, teachers should get adequate training on how to design assessment rubrics for different learning areas based on different assessment criteria and the difficulty index of the classroom assessment.

TEACHER EDUCATORS’ EXPERIENCES OF USING THE MURSION® SIMULATION PROGRAMME: A CASE OF A SOUTH AFRICAN UNIVERSITY

This article explores the experiences of teacher educators at a South African university regarding their use of the Mursion® simulation program during pre-service teacher training. The study aimed to investigate these teacher educators’ experiences and perceptions of using the Mursion® simulation software by means of semi-structured interviews, and subsequent thematic analyses. Three themes were predominantly discussed during the interviews, namely, initial impressions of the Mursion® software, favourable aspects associated with the software, and less-favourable aspects associated with the software. The respondents’ initial impressions revealed a mixture of satisfaction, excitement, and uncertainty. The favourable aspects included the realism of the virtual classroom environment and experience, the opportunity for practice and skill development, and the potential for increased pre-service teacher preparedness. The less-favourable aspects highlighted were some anxiety and intimidation related to the technical nature of the software and the initial learning curve. The findings suggest that the software has the potential to enhance teacher education by providing a realistic and immersive classroom experience for pre-service teachers. The importance of technological support and training for educators to fully utilize such programs is also highlighted.

Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences

The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

Online assessment practices during the pandemic in secondary schools in Catalonia

ABSTRACT During the COVID-19 pandemic, teachers had to face different teaching and assessment challenges. This study aims to analyse the relationship between the assessment practices of teachers (related to their assessment conceptions) with their self-perceived level of teachers’ digital competence (TDC) and their received TDC and assessment training courses. For this, the authors applied an online questionnaire that analysed the case of secondary school teachers in Catalonia (Spain) (n = 278). Results show that participating teachers who have the highest self-perception of TDC are the ones who perceive themselves as integrating mainly formative assessment. Significant correlations were also found between recent teacher training and the kind of assessment practices carried out by participants. Official certification of TDC also has a statistically significant association with different assessment characteristics and purposes. Finally, the implications of these findings for pre-service and in-service teacher training are discussed, both regarding the TDC and the assessment competence.

The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia

Today, improving the quality of education is central to Africa’s strategic goal of catching up with industrialized nations. This study focused on the effects of pre-service and in-service teacher training on the quality of education in private and public schools in the Mogadishu Benadir region of Somalia. The research used a quantitative approach, collecting data through a questionnaire distributed to a significant sample of individuals. Non-probability sampling was utilized, targeting teachers and school principals who were readily accessible and selected purposefully. The study involved 145 participants, including both principals and teachers from private and public schools in the region. Factor analysis was used to examine the relationship between pre-service and in-service teacher training and the provision of quality education. The findings indicated that both pre-service and in-service training are crucial investments for enhancing educational quality, with correlation coefficients of 0.648 and 0.660, respectively, showing a positive relationship with the quality of education. The study demonstrates the significant positive impact of teacher training on educational quality and suggests further research is needed to explore how this training aligns with educational curriculum and standards.

Factors Affecting the Quality of Handwriting among Grade Five Learners in Selected Public Primary Schools of Mongu District, Zambia

The study sought to establish factors influencing quality of handwriting among grade 5 learners in six selected public primary schools of Mongu district. Eleven (1 male and 10 females) grade five teachers and 60 grade five learners were purposely sampled for the study. The study employed a qualitative research design and used interviews and document analysis techniques to collect data. Thematic analysis was used to analyze data through the process of theme coding. The results revealed that the quality of handwriting among fifth graders was generally poor and below their grade level. The factors that influenced poor quality handwriting were: overcrowded classrooms leading to shortfall of desks, inadequate infrastructure, lack of handwriting teaching and learning resources, insufficient time allocated to handwriting, inadequate pre-service teacher training and lack of in-service orientation or Continuous Professional Development (CPD) opportunities on handwriting, lack of assessment and inadequate remediation policies, inadequate teacher knowledge in teaching handwriting skills and other writing instructional strategies, teachers’ own poor handwriting and teachers’ negative attitude towards teaching handwriting. Other factors included learners’ learning disabilities, learner absenteeism and lack of parental support. The implication of the study is that handwriting needs to be time tabled on official teaching schedule and teachers should use explicit instruction to teach handwriting to learners.

Factors Affecting the Quality of Handwriting among Grade Five Learners in Selected Public Primary Schools of Mongu District, Zambia

The study sought to establish factors influencing quality of handwriting among grade 5 learners in six selected public primary schools of Mongu district. Eleven (1 male and 10 females) grade five teachers and 60 grade five learners were purposely sampled for the study. The study employed a qualitative research design and used interviews and document analysis techniques to collect data. Thematic analysis was used to analyze data through the process of theme coding. The results revealed that the quality of handwriting among fifth graders was generally poor and below their grade level. The factors that influenced poor quality handwriting were: overcrowded classrooms leading to shortfall of desks, inadequate infrastructure, lack of handwriting teaching and learning resources, insufficient time allocated to handwriting, inadequate pre-service teacher training and lack of in-service orientation or Continuous Professional Development (CPD) opportunities on handwriting, lack of assessment and inadequate remediation policies, inadequate teacher knowledge in teaching handwriting skills and other writing instructional strategies, teachers’ own poor handwriting and teachers’ negative attitude towards teaching handwriting. Other factors included learners’ learning disabilities, learner absenteeism and lack of parental support. The implication of the study is that handwriting needs to be time tabled on official teaching schedule and teachers should use explicit instruction to teach handwriting to learners.

A Future of Hope and Dread: How K-12 Pre-service Language Teachers are Situating Their Identities within Modern Japanese Value and Belief Systems

The current study is located among the body of language teacher identity research by focusing on the identities of pre-service language teachers in Japan. This study looks at how pre-service language teacher identities are situated among Japanese values and belief systems and investigates how participants are coping with disrupted language teacher identities as they are preparing to embark on teaching careers. Three pre-service teachers took part in this study, and data originated from narrative frames and semi-structured interviews. These participants are preparing for future employment as K-12 English teachers in Japan. Drawing upon grounded theory and Gross’ (2015) process model of emotional regulation, findings illustrate the conflicted manner in which preservice teachers are constructing their nascent language teacher identities against the backdrop of Japanese values and belief systems and the realities of teaching in Japan. In this context, the participants are approaching their future careers with deeply held emotions of both hope and dread, complicating the development of empowered language teacher identities. Additionally, this study found that the participants were able to employ Gross’ (2015) emotional regulation strategies to varying degrees of success. This article concludes with implications for pre-service teachers and pre-service teacher training programs in Japan and abroad.

Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review

Information and communication technology (ICT) is a concern in educational settings in developing and developed countries. Studies have shown that the increasing interest in integrating ICT into teaching practices has pressed teacher education institutions to incorporate 21st-century skills in training pre-service teachers to develop these skills for their classroom instruction in the future. However, studies on the integration of ICT in business education are lacking. The purpose of this study was to examine pre-service teachers’ professional competence in integrating ICT into business education during teaching practice, in Lesotho. A systematic literature review examined pre-service teachers’ professional competence in integrating ICT into business education. Hence, an integrative method of analysis was used to extract the influencing factors on the competence of pre-service teachers in integrating ICT in the teaching of business education. The findings revealed that pre-service teachers’ ICT professional competence is influenced by self-efficacy, which relates to the beliefs they hold about their capabilities to integrate ICT into business education. Furthermore, the findings revealed that professional competence is influenced by attitudes toward using ICT, inadequate training, and institutional infrastructure. Teacher education institutions should improve their training programmes to adequately meet the needs of pre-service teachers and develop policies regarding the integration of ICT in their curriculum. If teacher education does not address these issues, pre-service teachers will continue struggling with the integration of ICT in their teaching. Therefore, teacher education should refine its curriculum and support the integration of ICT into business education.

Home and away ‘hybrid practicum’. Pre-service teachers experiencing the ‘class-academy’ programme during the ‘COVID-19 year’ in Israel

ABSTRACT This article examines the contribution of the ‘classacademy’ programme to the practical training of preservice teachers in Israel during the COVID–19 pandemic. Based on a sample of 51 graduates from 19 colleges and six universities who completed their studies in June 2020, the study used a questionnaire and indepth interviews to describe students’ experience in an academic year with a ‘hybrid’ home and away practicum: a regular first semester and a second semester with remote learning and teaching. The findings point to challenges, achievements, and complexities. Despite the situation, students perceived their practical experience and the contribution of the ‘class academy’ programme to their teacher training in a positive light. They saw training teachers and pedagogical instructors as important for their training and viewed the school system as an important support both emotionally and professionally. Students’ peer groups helped provide the support mechanism for creating a sense of ‘togetherness’ in a state of uncertainty. The main conclusion is that thanks to the solid foundations laid by the ‘class academy’ programme in the first semester, the experience of remote teaching and learning greatly contributed to students’ professional coping with the teaching challenges during the emergency.

Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.

예비 음악교사의 학교현장 실습에 대한 만족도 조사 연구

Field training for pre-service teachers is an important process that helps future teachers understand the school environment and gain expertise in teaching the subject. This study aims to investigate the differences in satisfaction levels of pre-service teachers who have undergone two types of field training in schools, namely, the existing four-week training and semester-based training. For this purpose, this study surveyed pre-service teachers who participated in either four-week or 15-week field training programs to examine the overall content of the training, including class demonstrations, class observations, guidance, and classroom management, and investigated the subjects’ satisfaction factors to draw implications. The survey results showed that pre-service teachers who participated in the semester-based program had high satisfaction levels as well as a strong interest in school life and teachers’ work. In particular, the semester-based practice provided concrete and realistic experiences of teaching required in the actual field through creative activities, a student orchestra, the free-semester system, and music clubs, which were unavailable in the existing four-week program. The result implies that to further enhance the quality of the field training of pre-service music teachers, an organic linkage among schools, the Office of Education, and teacher training institutions is critical to enable the stable operation of semester-based training. To ensure the effectiveness of field training for teachers who will play a significant role in future education, the in-field teaching of major subjects should be considered, and the curricula of teacher training institutions and their continuous connections with partner schools should be systematically restructured.

Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities

ABSTRACT Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present findings from interviews conducted with teachers and principals who were engaged in developing and enacting interdisciplinary curricula in the humanities. These respondents described interdisciplinarity as an innovation that can affect discourse within the classroom, teacher professional identity, and school management. Their views transcended the theoretical distinctions between cognitive, sociocultural, and critical learning theories that typically feature in educational research on interdisciplinary teaching and learning in the humanities. Understanding the gaps between the current state of the academic literature on interdisciplinary teaching and learning and teachers’ and principals’ views on this issue can inform pre-service and in-service teacher training initiatives.

초등교사의 다문화 인식 및 수용 태도의 실체적 의미에 관한 질적연구

This study explored the substantive meaning of elementary school teachers’ multicultural awareness and acceptance attitudes. To this end, this study began two researchers’ self-report statements. Then, research questions were formulated and multicultural awareness was divided into uncanny, prejudice, discrimination, and hatred. In addition, the researcher conducted in-depth interviews with eight elementary school teachers to collect and analyze relevant data. As a result of the study, it was found that elementary school teachers teach multicultural students and that their self-perception changes as teachers. In this process, elementary school teachers build relationships with multicultural students by going through the pre-meeting stage, the meeting stage, and the post-meeting stage. From this, the elementary teachers reflected on their existing selves. They understand that their self changed from an initial integrated perception to a separate perception, and they experienced the strengthening of their Persona as a teacher. The findings of the study reveal the empirical implications of what elementary teachers experience in multicultural awareness and acceptance and how they are guided in this process. Based on the results of the study, the researcher discussed the need for educational practice and training for pre-service teachers and teachers who have entered the teaching profession to experience multicultural awareness and separation of self, and discussed the direction of teacher education to separate the personal and professional self for the professionalism of the teaching profession and the need to solidify the area of teacher-centered pedagogy.

Evaluating the Quality of Teaching Performance among Jordanian Teachers in Light of Certain Demographic Variables

The quality of teachers' teaching performance depends on several factors, and development of their performance should be made according to a sound scientific methodology, so the study aims to assess the teachers' teaching performance quality in Ma'an, Southern Jordan, and identify the extent to which their performance is affected by some variables (Gender, Professional Experience, Teaching Stages, and Training). In order to achieve the study objectives, the descriptive survey method was used, and a measure of teaching performance quality was determined, consisting of three fields (Planning, Implementation, and Assessment) and including (40) items. The scale was used by educational supervisors to assess the quality of teachers' performance in Ma'an, and (347) male and female teachers were assessed. The results showed that teachers’ performance was average in general, but their performance of the first three grades was the weakest, while it was also shown that the female teachers’ performance was superior to that of male teachers. The performance of specialized teachers in the scientific field was better than the performance of their counterparts in the humanitarian field. The study showed the positive impact of professional experience and training on the quality of teaching performance. The study also demonstrated the importance of the first five years in the teachers’ work, therefore, the necessity of focusing on training and qualification at this stage was recommended, as well as training pre-service teachers appropriately.

Applying rhetorical methods to teach writing techniques to pre-service teachers

This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.