Pre-service Teachers Research Articles (Page 1)

Mathematics learning must consider students� diverse needs to achieve optimal outcomes, including differences in learning styles, levels of understanding, and learning difficulties. Applying Bloom�s Taxonomy helps teachers design more effective strategies, yet many still neglect thorough planning, treating it as a yearly routine. To overcome this, teacher collaboration is essential. This study aimed to facilitate a lesson study involving mathematics teachers from the Mathematics Teachers� Association (MGMPS) in Banyuwangi, junior high school students, pre-service teachers, and mathematics education lecturers. Using a descriptive qualitative approach, the research was conducted at a junior high school in Banyuwangi. The research used qualitative analysis with observations, reflections, and triangulation to align teaching strategies with students� learning styles and understanding levels. The findings show that lesson study effectively enhances mathematics learning by accommodating students� learning diversity. Through the stages of planning, observation, and reflection, teachers developed more responsive and differentiated lessons. Moreover, lesson study promoted professional growth among teachers through collaboration and reflective practice. Overall, lesson study provides a sustainable and adaptive approach to fostering inclusive and high-quality mathematics learning. �Keywords: Lesson study, learning style, mathematics learning

The government's action to improve the quality of education is carried out by initiating an independent learning curriculum. The 21st century skills are skills related to critical thinking, creative thinking, innovation, problem solving, communicative and collaborative. These abilities can be trained and developed in teaching and learning activities at school. To train and develop these abilities, a big role is needed from educators. Educators should master four competencies which include professional, personality, pedagogical and social competencies. The framework that can facilitate the four competencies, especially pedagogical and professional competencies, is Technological, Pedagogical and Content Knowledge (TPACK). Mastery of TPACK is very important to be owned by educators and prospective educators, including pre-service teacher professional education students of the UNESA PGSD Study Program, who are prospective elementary school teachers. The aim to be achieved in this study is to describe the Technological, pedagogical and content knowledge (TPACK) abilities of pre-service teacher professional education students of PGSD Study Program in the Perspective of Mastery of 21st Century Skills. The urgency of this research is as a reference for developing a professional elementary school teacher candidate program. This research is descriptive which is exploratory in nature to explore the TPACK knowledge of pre-service teacher professional education students who are prospective elementary school teachers. Data collection techniques were carried out using test and FGD methods. The data analysis technique uses the Miles and Huberman model. which includes data collection, data condensation, data presentation and conclusion drawing. Triangulation of data using triangulation of sources and techniques

Creating mathematics story problems that maintain rigor while being linguistically accessible is a persistent challenge in today’s diverse classrooms. This study explores how 23 elementary preservice teachers (PSTs) used ChatGPT to adapt a fourth-grade fraction multiplication problem for multilingual learners (MLLs). By identifying both linguistic barriers and mathematical solution pathways, participants created differentiated versions aligned to various English proficiency levels. They developed visual word banks, simplified phrases, and structured supports while preserving the conceptual complexity of the mathematics. PSTs found ChatGPT helpful for generating language adaptations quickly but noted limitations with generated content and visuals. The experience demonstrated how thoughtful language modifications can support MLLs while maintaining high cognitive demand, positioning AI as a valuable tool for inclusive mathematics teaching rather than a replacement for teacher expertise.

ABSTRACT Drawing on the concept of policy enactment, this paper looks at teacher educators’ positioning towards recent preservice teacher education (PTE) policy development in Portugal. We begin with the analysis of policy documents as a result of the Bologna reform by examining their rationale and content. We then present data from a survey with teacher educators (n = 39) coming from different higher education institutions and different PTE programmes. Findings suggest that although teacher educators were consulted about the new policy proposal and invested a lot of time and effort to respond to it, their role in policy design was mostly reactive, rather marginal and largely invisible. Public consultations are often done under time pressures that prevent institutions and teacher educators from undertaking ample internal discussions and reaching a solid consensus. Implications for PTE policy development and teacher educators are discussed.

ABSTRACT This study out-of-school learning environments (OSLE). Since the research was conducted during a period (in 2022) when the effects of the pandemic were ongoing, we used the qualitative e-research method. The sample comprised 71 preservice teachers enrolled in teacher training programs who took the course ‘Out-of-School Learning Environments.’ We collected data through a structured interview questionnaire sent to the preservice teachers via Google Docs and participants’ course plans. The study’s results have shown that preservice teachers focused on the interdisciplinary approach, real-life connections, and interestingness as the main advantages of OSLE while highlighting the insufficiency of appropriate environments, safety concerns, and permission procedures as the main limiting factors. Second, the participants frequently choose museums and science centers as OSLEs in their course plans. Third, they emphasized that OSLEs can help students develop skills such as observation, research, communication, and values as well as sensitivity, respect, and responsibility.

ABSTRACT The development of professional identity is a critical and complex process for preservice physical education (PE) teachers, particularly within structured mentoring frameworks. In Turkey, where formal mentorship practices have recently been institutionalized, understanding how mentor teachers influence this development is essential for enhancing teacher education. This qualitative case study aims to explore the role of mentor teachers in the professional identity development of pre-service physical education teachers during a 12-week teaching practicum. The study was conducted with 22 preservice teachers, and semistructured interviews, observations and reflective journals were used to collect in-depth data. As a result of the content analysis, the theme of ‘the role of mentor teachers’ was identified. Mentor teachers made significant contributions to preservice teachers’ identity development by providing emotional support, role modeling and constructive feedback; this process increased preservice teachers’ self-confidence and classroom competence. The findings revealed that mentoring relationships are critical to professional identity development and that a supportive mentoring environment is essential for developing resilient and confident teachers. This study contributes to the literature on improving mentoring practices in physical education teacher training programs by providing insights specific to the Turkish context.

Purpose To establish quality assurance frameworks for clinical supervision in teacher education, this study explored how clinical supervisors experienced and made meaning of their evolving roles in current teacher-education programs. Substantial changes in teacher education have had a significant impact on the roles of clinical supervision. The purpose of this study was to understand supervisors’ lived experiences as they navigated professional challenges and uncertainties, focusing specifically on the relationship-building strategies they had developed to manage complex interpersonal dynamics within shifting educational contexts. Design/methodology/approach Using a personal incident self-reporting tool, eight supervisors who oversaw preservice teachers’ practicum experiences reflected on significant challenges in their work. They revealed strategies for managing complex relationships among themselves as a group and with preservice teachers and mentoring teachers. Findings Analysis of these narratives revealed three main themes, highlighting the importance of building and maintaining meaningful interpersonal relationships for navigating role uncertainties. Viewed through social space theory, the findings demonstrate how intentional relationship-building and supportive social spaces enabled supervisors to address challenges related to uncertainty. Supervisors demonstrated adaptability by mediating different perspectives, balancing assertive communication with rapport-building, exercising self-awareness and consulting with colleagues. Research limitations/implications The current study had several limitations inherent to qualitative action research. First, while the participatory nature enabled deep insights into supervisors’ experiences, it also meant that participants were both researchers and subjects, potentially influencing their reflective processes. Second, the study focused on a specific group of preservice teachers supervisors within one teacher education program, meaning the findings represent experiences within this particular educational and cultural context. Third, as with most qualitative studies, the findings represent a snapshot of experiences during a specific period, suggesting that longitudinal research could provide additional insights into how relationship-building strategies develop over time. Practical implications Teacher-education programs that emphasize the relational aspects of clinical supervision and promote adaptive leadership in times of uncertainty can nurture resilient and effective supervisors who can navigate the changing educational landscape. Thus, designing responsive teacher-education programs can effectively prepare future educators for classroom realities while successfully managing the challenges of change. Social implications By emphasizing relationship-building as central to effective clinical supervision, this study offers a framework for addressing persistent challenges in teacher preparation and retention. The relationship-based approach promotes adaptive leadership that can help preservice teachers navigate socially complex educational environments, particularly those involving students from diverse backgrounds. When supervisors model relationship-building skills through their interactions with principals, mentor teachers and preservice teachers, they create inclusive educational spaces that foster belonging and professional growth. This approach ultimately contributes to developing educators who are better equipped to build supportive classroom communities and address social inequities in educational settings. Originality/value The study provides key insights for supporting clinical supervisors in teacher-education programs. Recommendations include structured training in relationship-building and uncertainty management, developing supportive networks for reflection and collective learning and establishing clear protocols for setting professional boundaries.

This research investigates how pre-service primary school teachers in Kazakhstan develop the ability to teach reading literacy through their knowledge of global assessment frameworks, such as the Progress in International Reading Literacy Study (PIRLS), while also evaluating the challenges they encounter. Using a questionnaire and semi-structured interviews, the study involved 135 pre-service primary school teachers from five regional universities in Kazakhstan. Research has shown a significant disparity between the theoretical knowledge taught in teacher education programs and the practical challenges encountered in the classroom. This disconnect becomes especially clear during international assessments such as the PIRLS, where pre-service teachers show limited ability to interpret and use PIRLS data to improve reading instruction. This indicates a clear need for specific training in this field. The study provides recommendations for connecting theory and practice in teacher training, highlighting the importance of training in large-scale assessments, such as the PIRLS, to promote proficient and confident literacy instruction.

Purpose This study is set in French-speaking Switzerland, in initial teacher education (ITE). It aims at getting an insight into how mentor and preservice teacher's (PST) post-lesson talks impact learning with both participants, and how preparing these interviews impacts the quality and quantity of thought processes and types of knowledge used by both parties. It also aims at looking into connections between thought processes and types of knowledge used by mentors and PSTs. Design/methodology/approach To achieve this, banking on the known benefits of Lesson Study on learning, the process has been transferred to interviews, creating Mentoring Conversation Studies (MCS). The scrutinised part is not the research lesson, but the mentor-preservice teacher interview. Recorded interviews over three loops of MCS were transcribed and coded for thought processes and types of knowledge. Findings Analysis of speech in the interviews showed a shift in types of knowledge and thought processes over the three loops of MCS towards more complex cognitive abilities and higher-level thought processes. It was also found that the use of tacit knowledge was in negative correlation with higher-level thought processes and complex cognitive abilities. Originality/value Adaptation of LS to replace the research lesson with an interview is original. Using the collective reflexive dimension of LS combined with an iterative inquiry-based loop to study how ITE in its alternating placement system can be made more relevant for PSTs is new. Looking into how to make academic knowledge relevant in everyday practice is paramount to make ITE efficient and our teachers better.

Abstract We present a layered, iterative modeling framework anchored in an authentic slope-descent problem that guides students from idealized to realistic physics. Starting with a frictionless energy-conservation model, we introduce air-drag equilibrium and a half-constant-acceleration approximation to reveal how each stage adds insight into mass- and geometry-dependent drag effects. We then employ numerical simulations, accessible via spreadsheets or simple code, to bolster computational intuition before deriving a closed-form analytical solution using differential and integral relations between acceleration and displacement. Framing motion in terms of displacement rather than time helps clarify the non-conservative energy losses. Trialed with pre-service teachers, this activity yielded high engagement, rich peer discussions, and strong modeling practices. We outline how educators can adapt the layered sequence by balancing analytical rigor and computational simplicity to diverse curricular levels, thus empowering students to tackle ill-structured, real-world physics challenges.

In this paper, we reflect on the revisions made to a mathematics course for multicultural and multilingual pre-service teachers in Norway. The course had originally been designed and taught by one of the authors, and together we now analyze how it was retaught and restructured in light of student experiences, high failure rates, and our shared professional values. Using an action research approach and drawing on an equity–diversity–inclusion framework, we examine specific changes in pedagogy, assessments, and student support. This paper contributes to conversations about how mathematics teacher education can become more inclusive, responsive, and just.

Abstract The emergence of artificial intelligence (AI) innovations like ChatGPT presents new opportunities and challenges for world languages (WL) education. WL teacher education programs must prepare preservice teachers with AI literacy to help them effectively integrate these technologies into teaching. This multiple case study—part of our on‐going self‐study of teacher educator practice—investigated how AI literacy can be leveraged as a core practice in a WL teacher licensure program. Drawing on pre‐surveys, course artifacts, structured reflections, and interviews, the study explored how three teacher candidates (TCs) engaged with Generative AI (chatbots) in the instructional activity of lesson planning and developed emergent forms of AI literacy. Participants demonstrated varying levels of development of AI literacy across four domains: technological proficiency, pedagogical compatibility, professional work, and ethical use. They developed critical stances toward AI, which were shaped by their evolving professional identities. This study contributes to growing conversations about AI in teacher education by showing the potential of the AI literacy core practice as a scaffolded, reflective approach to building AI competencies. It also underscores the importance of centering TC's professional identity development in AI integration while providing support for prompt design, noninstructional use of AI, and facilitating conversations about responsible AI use with students.

ABSTRACT Digital storytelling is an innovative pedagogical approach that can contribute to more engaged teaching and learning. Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of digital stories in education or the effective design of digital stories specifically for educational settings. This paper aims to explore the perception of pre-service early childhood education teachers in designing digital stories by employing qualitative research. This research involved the researcher working independently on an in-class project with 45 second-year undergraduate students. The pre-service early childhood education teachers were required to create a digital story on child safety. The findings from the thematic analysis suggest that the pre-service teachers held favorable views regarding developing digital stories. Four themes emerged from the analysis of the pre-service teachers’ reflections and the researcher’s observation notes. The themes were: (i) creating digital stories generates impactful experiences for pre-service early childhood education teachers, (ii) self-empowerment through digital storytelling, (iii) technology integration in pedagogical innovation, and (iv) qualities of good digital stories. Ultimately, this research contributed to advancing innovations in teaching and learning within the context of early childhood education.

In today’s dynamic educational landscape, Higher Education Institutions (HEIs) are increasingly recognizing the imperative adoption of purposeful learning. Purpose-led HEIs proactively leverage their resources and expertise to contribute positively to communities and empower students with essential competencies for their future professions. This study explored an innovative purpose-led pedagogy in teacher education by integrating refugee community engagement. Twenty pre-service teachers conducted lessons for 223 kindergarten and primary school students at two alternative learning centers in Malaysia. Data from students’ artifacts, video recording, and reflective videos were collected and analyzed. Findings showed that pre-service teachers successfully designed and implemented developmentally appropriate lessons, enhanced their classroom management skills and fostered positive relationships with refugee students. Insights into the challenges faced in a refugee school setting broadened their perspectives on global educational issues, nurturing empathy. This study suggests a transformative shift in HEIs’ pre-service teacher education programs toward a community-based and inclusive model.

The aim of this study is to reveal the views of pre-service teachers in different fields about out-of-school learning environments. Phenomenology, one of the qualitative research designs, was preferred in the study. The participants of the study consisted of nine preservice teachers (Turkish language teaching, social studies teaching and science teaching) studying in the fourth grade at the faculty of education of a state university in the Central Anatolia Region of Türkiye. The data of the study were obtained through a semi-structured interview form developed by the researchers. The data were analyzed by inductive content analysis. Codes, categories and themes were determined in line with the analysis. As a result, it was found out that pre-service teachers mostly drew attention to museums as out-ofschool learning environments, thought that the out-of-school learning environments course given in undergraduate education was not sufficient and that the information conveyed in this course was not up-to-date. In addition, it was determined that out-of-school learning would provide permanent learning and enable students to develop positive attitudes towards the course. Based on these results, it is recommended to create detailed activity plans for different educational levels and different places in order to make out-of-school learning environments more productive.

Pre-service teachers’ experiences with a university and elementary school robotics club

This paper investigates the transformative potential of a collaborative group of bilingual preservice and inservice teachers who co-designed and implemented a new science and engineering summer program for elementary and middle grades students. By centering culturally and linguistically sustaining pedagogies within professional development, we explore how foundational insights from preservice teacher preparation—specifically in science, engineering, and translanguaging—can meaningfully inform and strengthen inservice teaching strategies throughout the academic year. The study highlights the value of engaging bilingual educators in iterative cycles of reflective practice, emphasizing how collaborative professional learning communities can foster sustainable and equitable teaching practices. We examine how teacher teams utilized students’ cultural and linguistic assets as a cornerstone of curriculum design and instructional delivery, bridging theory with practical classroom application. Drawing on both empirical classroom examples and relevant theoretical frameworks, this research outlines a professional development model that is responsive, asset-based, and teacher-driven. The model builds on the knowledge and enthusiasm cultivated during preservice training while addressing the dynamic, real-world challenges encountered by educators in increasingly diverse educational settings. Ultimately, our goal is to offer actionable strategies for bridging the persistent gap between preservice preparation and inservice professional growth, thereby supporting more effective, culturally relevant science and engineering instruction, and promoting teacher leadership and collaboration.

This study examines the vocabulary size and academic vocabulary depth knowledge among Thai pre-service English teachers, aiming to elucidate the relationship between these dimensions, which are essential for effective teaching. A total of 288 participants, aged 18 to 22, from three universities in northeastern Thailand, were assessed using two primary instruments: the Vocabulary Size Test (VST) and the Academic Vocabulary Knowledge Scale (AVKS). The VST measures participants' receptive vocabulary size through multiple-choice questions, while the AVKS evaluates participants' depth of knowledge regarding 16 specific academic words. To assess the validity and reliability of the measurement tools, Rasch analysis was employed, emphasizing four core principles: unidimensionality, local independence, reliability, and model-data fit. The findings reveal that participants demonstrate a moderate average understanding of academic vocabulary, with significant variability in the depth of knowledge across different words. Correlation analysis reveals a weak positive relationship between vocabulary size and academic vocabulary depth, indicating that as vocabulary size increases, academic vocabulary knowledge tends to improve, albeit modestly. Despite these findings, the results highlight the need for improved vocabulary teaching strategies to fully develop both dimensions in pre-service teachers, which is crucial for success in the academic and professional aspects of English language learning. The study offers valuable insights and underscores the importance of integrating both vocabulary size and depth into language education curricula.

This study aimed to develop a comprehensive guide for teaching strategies for pre-service teachers to address the educational gaps created by the COVID-19 pandemic. The guide was designed for use across various Grade 7 subjects and used the 5E model for lesson exemplars. A descriptive research design, particularly the Modified Sidek's Instructional Materials Development Design, was employed to guide the process. Field experts evaluated the guide and found it acceptable in terms of clarity, usefulness, language, presentation, and content. The panel consisted of ten experts (seven content experts with at least three years of experience teaching Grade 7 or mentoring pre-service teachers, and three material experts with expertise in instructional design). Key 21st-century skills were integrated into the strategies. Before finalization, the guide underwent validation and minor revisions based on expert feedback to improve language use and formatting for potential future publication. The study's findings offer a valuable resource for educators seeking to enhance teaching practices in the post-pandemic era.

This study sought to examine the lived experiences of pre-service teachers in Scotland as they undertake a one-year post-graduate teaching qualification (PGDE). Part of the work in this intensive qualification year is to reconcile shifting understandings of what it means to become and be a teacher. The aim was to surface authentic descriptions of the experience of student teachers as they reflect on and develop their expectations, identities and values in relation to being a teacher. Data collection was in the form of original poems created by the students at the end of their year of study. This approach was chosen to allow for emotionally honest responses, making use of the immediacy and inherent economy of language that poetry offers. Thematic analysis was applied to the data. Areas for teacher educator reflection are identified. These include recognising the challenges that come with navigating shifting understandings of both the practice and the purpose of the job as well as the consequent emotional work the qualification year entails.