Pre-service Education Programs Research Articles

Sane-heteroprofessionalism and knowledge production: queering and m/Maddening preservice professional programs

ABSTRACT This article theorises the concept of sane-heteroprofessionalism as a regulatory mechanism operating at the intersections of sanism, cis-heteronormativity, and other structural oppressions within pre-service post-secondary education programmes. Building upon existing discussions of heteroprofessionalism, we examine how sane-heteroprofessionalism functions to govern m/Mad, queer, and trans knowledge and subjectivities within these programmes, positioning professionalism as a tool of social control. We advocate for future critical analyses of sane-heteroprofessionalism to explore how notions of professional competency and regulation systematically marginalise queer, m/Mad, and trans perspectives among faculty, students, and instructors in higher education.

Education For Sustainable Development in Preservice Teacher Program: A Bibliometric Method

Objective: Sustainability education or education for sustainable development is crucial for advancing eco-conscious growth. In this context, the teacher is essential in delivering knowledge and fostering awareness of sustainability among students. As the younger generation, students will contribute to the development of businesses and the country. Consequently, the behavior of the generation should correlate with sustainability principles. Teachers also influence the formation of a young generation equipped with a deep understanding and awareness of sustainability, shaping future behaviors. Based on this discovery, sustainability education for a prospective teacher is essential. Therefore, this study aims to provide a comprehensive analysis of trends related to sustainability education for a preservice teacher. Method: The study adopted a bibliometric method using the VOS viewer and analysis tools available on Scopus. The analyzed articles focused on sustainability education for a preservice teacher, published in the Scopus database between 1998 and 2024. Results: The results showed that several areas within this field required further publication, offering opportunities for scholars to explore. Novelty: The study was the first to explore sustainability education within the context of preservice teacher training.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

Design of Online Digital Disaster Training Program for Pre-Service Teachers

At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBİTAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

BackgroundDesigning competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the clinical competency of CBE- and OBE-trained nurses. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE-trained nurses in comparison with the competence of the two types of nurses, and to identify influential factors or barriers to their competence in clinical settings.MethodsA qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions (FGDs) with CBE-trained nurses, and 21 FGDs with OBA-trained nurses currently working in health facilities were conducted. Participants of the FGDs were selected from the participants of the DRC self-assessment competency comparison study where there was no statistically significance between CBE- and OBE-trained nurses in the demographic characteristics. Data were analysed in terms of the competencies identified by the Ministry of Health.ResultsThe supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but were weak in clinical skills. This study identified challenges for supervisors in assuring standardised care in health facilities with OBE- and CBE-trained nurses, as well as barriers for CBE-trained nurses as a minority in the workplace in demonstrating their competencies.ConclusionsThe study results support the Ministry of Health’s policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencies at health facilities. Implementation could be accelerated by strengthening cooperation among the Ministry of Health’s three human resource departments, and developing and implementing a well-planned, legally binding, long-term CBE reform strategy, including an approach to the Continuing Professional Development system.

Professional Development in Computational Thinking: A Systematic Literature Review

This paper presents a systematic literature review of professional development programs in computational thinking (CT). CT has emerged as an essential set of skills that everyone should develop to participate in a global society. However, there were no pre-service or in-service teacher programs to integrate CT into the K–12 classrooms until very recently. Thus, it is important to identify how educators and researchers address the challenges to prepare the next generation of students and what gaps persist in the current literature. We review existing work in this field from two perspectives: First, we analyze the learning outcomes, assessment methods, pedagogical approaches, and pedagogical tools used in the professional development programs in CT. Second, we examine how these programs assess the teachers’ knowledge and skills as outcomes. We used the technological pedagogical and content knowledge (TPACK) framework to characterize existing literature and identify possible gaps in the preparation of pre-service and in-service teachers in CT. Our results suggest that (1) existing evidence is limited to developed countries; (2) many studies are only focusing on teachers understanding the concepts but do not explore how the participants evaluate or create learning activities; (3) no studies look into classroom observations as part of the program, which limits our understanding to how these programs work; and (4) most programs use block-based programming languages as the tool to develop student CT. While block-based programming languages are used for introductory training programs, students are often expected to transfer their learning to more professional programming languages.

Culture of Interculturality, Diversity, Equity, and Inclusion (IDEI) Assessment: Lessons from a Social Justice-Based Intercultural Learning Certificate Program for Preservice Teachers

Despite the pillars, rubrics, and standards provided by national education organizations and accrediting bodies, many educator preparation programs (EPPs) struggle to prepare teacher candidates to engage effectively with all children across differences in an intercultural context. The ability to engage across differences is especially important for teacher candidates as America’s public schools are more diverse than ever. To increase teacher candidates’ knowledge skills and dispositions, we propose a theory-based program focused on interculturality, diversity, equity, and inclusion (IDEI) that aligns with professional accreditation standards and weaves in effective assessment practices. By intentionally embedding assessment activities in program development, we hope to create a culture of IDEI assessment that not only meets accreditor standards but also results in program improvements and learners’ development.

The impact of human resource management, learning, and academic infrastructure in pre-service teachers on pedagogical competence: A multifaceted analysis

This study investigated the influence of the learning process, human resources, and infrastructure on the pre-service teachers' competencies, particularly their pedagogical competence as future professional teachers. This study employed survey research, a type of quantitative investigation. The study's population consisted of all 182 Pre-Service Teachers from the Indonesian Language and Literature Education Department, Mathematics, and English Education Department of the Teacher Professional Education Program, Faculty of Teacher Training and Education, Universitas Islam Malang. Primary and secondary data were the two data types used in this investigation: questionnaires and documentation. The main source of information was the assessment of the lecture process in Batches 1 and 2 of the Pre-Service Teacher of Teacher Professional Education Program. The course grades from LMS courses taken by pre-service PPG students made up the secondary data. Based on the results and discussion, it can be concluded that the learning process and human resources positively influenced the pre-service teacher's competence, especially in the pre-service teacher professional education program. Meanwhile, the data showed that academic infrastructure did not impact pre-service teacher competence.

Research Competence of Pre-Service Teachers: A Systematic Literature Review

<p>The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.</p>

A Case Study on the Program for Pre-service Teachers to Improve Teaching Profession and Character Education Competency

A Case Study on the Program for Pre-service Teachers to Improve Teaching Profession and Character Education Competency

An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation

The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides’ Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical work, the role of metacognition, affect and motivation in socially shared regulation of learning is described along with how these facets may facilitate or constrain regulatory phases and processes in relation to the individual and the group, and in consideration of the learning task. Educational implications are discussed including increasing focus on the social and cognitive processes involved in SSRL in pre-service teaching programs and advocating for the development of learning situations where students practice SSRL strategies.

Comparative Competence of Science Educators on the New Licensure Examination as Basis for a Review Program

The demand to prepare future science educators for national board examinations necessitates teacher training institutions to assess the licensure competence of pre-service teachers. In the case of the Philippines, the Licensure Examination for Teachers or LEPT has new competencies, which have not been fully assessed on the perspective of pre-service teachers. In this, the researcher assessed and compared the self-reported competence of alumni (a, n=38) and ongoing pre-service teachers (o, n=43) of a large state university in the Philippines. To do this, the researcher developed a survey-questionnaire with contents based on the Enhanced Table of Specifications or TOS for LEPT which was first implemented in March 2023 in the Philippines, the survey was conducted during the 1st semester of S.Y. 2023-2023. Results revealed that the pre-service teachers (n=81) have high level of competence for the LEPT. Further, the level of competence of alumni is comparable to those of on-going students. However, a significant difference was found in competencies related to Challenging Activities in Science, Assessment Tools, Basic Biotechniques, and Waves and Optics, where alumni demonstrated a significantly higher competence. To provide continuity for the findings, the researcher proposes a review program for Filipino pre-service teachers based on the findings. Furthermore, the researcher recommends that a content-competency alignment will be conducted between the Enhanced TOS of LEPT and the latest relevant issuances on Policies, Standards and Guidelines (PSGs) for Education degree programs issued by the Commission on Higher Education. Moreover, a curriculum mapping is recommended between the Enhanced TOS and the MATATAG Curriculum for Science. To provide an international perspective, the researcher recommends an analysis of licensure competencies for teachers among ASEAN countries.

Teacher growth mindset and ICT integration in Indonesian classrooms: insights from in-service and preservice teacher programs

PurposeThis study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.Design/methodology/approachThe study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.FindingsStructural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.Originality/valueThis study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers.

The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers (Mage = 22.46 years; 88% women) completed the program as well as baseline, postprogram, and follow-up measures. A comparison group of 63 preservice teachers (Mage = 23.50 years; 85% women) completed measures at similar time points but did not receive the program. All participants completed measures of stress, coping self-efficacy, anxiety, mindfulness, and well-being. The program group completed additional measures of well-being, affect, and program satisfaction. Findings revealed significant improvements in key indices of mental health and well-being for those in the program group relative to the comparison group and high ratings of program satisfaction. Discussion focuses on implications of present findings for mandatory inclusion of wellness curriculum in teacher preparation programs with instruction on enhancing their own and their students' well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Preparing culturally and linguistically responsive teachers of multilingual learners through teacher research

This article presents an overview of Project ELEECT (English Learners’ Educational Excellence Capitol Teacher Training Project), a U.S. Department of Education-funded program designed to prepare teachers in Culturally and Linguistically Responsive Pedagogy (CLRP) for multilingual learners (ML). The purpose of Project ELEECT is to promote educational justice for MLs by revising a Master of Arts + ESL Licensure program for pre-service teachers and creating a professional development program for in-service teachers. It prepares pre-service and in-service teachers of MLs in CLRP through teacher research, and specifically offers a novel professional learning tool, which we call Impact on Learning Studies (IOLS). This teacher research tool represents a framework for the systematic and intentional self-study of their teaching practices. In this article, we lay the foundations for a research agenda that investigates pre-service and in-service teachers’ understanding and implementation of CLRP, documents concrete examples of CLRP in various classroom contexts, and examines the efficacy of teacher research initiatives to prepare teachers in CLRP. Project ELEECT prepares teachers to invite students’ cultural and linguistic experiences into their classrooms, create spaces for CLRP, and foster critical consciousness in learning settings, thus taking a major shift towards cultivation of anti-racist dispositions in education.

The Lighthouse Framework: Proposing a Movement-Based Constructivist Framework for Early Childhood Music Education and Pre-Service Education Programs

This article aims to provide practical strategies and examples for pre-service early education programs and early education teachers to develop music- and movement-based curricula for teacher preparation programs and early childhood music classrooms. To address the inconsistencies in early childhood music programs, the authors developed the Lighthouse Framework, which utilizes constructivist ideology to help students learn through and adapt the teaching model while simultaneously learning music- and movement-based content. Through this proposed framework, pre-service teachers can gain authentic teaching experience, real-time feedback, and an adaptable framework for their future curriculum planning.

ACTION RESEARCH IN PRE-SERVICE TEACHER EDUCATION IN THE FIELD OF PEDAGOGY. REFLECTIONS FROM PRACTICE

This article is an invitation to discuss the rationale, the foundations and the resulting place and boundary conditions of incorporating research of an educational intervention nature known as action research into the pre-service education programmes (in the pedagogical component, in the implementation of modules devoted to didactics). In the situation of a radically changing teaching context, we not only do not deny but appreciate the importance of basing (or supporting) the didactics of higher education with the results of research carried out in the quantitative convention (leading to theories explaining the phenomena and processes occurring in school reality on a macro or meso scale), reaching out to the results of research undertaken in the interpretative convention, reconstructing the meanings and senses given by the actors of the educational scene to their place and professional role. However, we believe that in the acquisition of strictly didactic competence it is worthwhile to include the critical reflection triggered by the study of school practice via pedagogical theories, but also to encourage and create conditions for participation in projects transforming the space and modes of learning beyond the classroom and school walls. Drawing on examples from own practice, I show the possibilities and limitations of student research in action embedded in dialogical and trialogical approaches to teacher education.

Inclusive active play curriculum in pre-service Canadian early childhood education programs

ABSTRACT While active play in childcare settings is important for children’s development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence of the pre-service training provided to early childhood educators (ECEs). As such, this study investigated the quantity and content of inclusive active play offered within Canadian post-secondary early childhood education programs. An environmental scan and content analysis were conducted to assess course descriptions for 114 programs. Of the 2,610 courses examined, only 1% captured inclusive active play. Although content on disability inclusion and active play were captured uniquely, courses lacked intersections of these two topics. Future curriculum development is needed to support ECEs in the implementation of inclusive active play. Based on this research, four recommendations were provided. As Canada implements a new national childcare strategy, this study has implications for educators aiming to prioritize the inclusion of all children in high-quality care.

생성형 인공지능 리터러시 활용 교육에 대한 인식 및 지원 방안 탐색: 예비중등교사를 중심으로

Objectives The study was conducted to explore the future directions for the implementation of a generative AI literacy education program for pre-service secondary teachers. Methods A survey was conducted among 94 pre-service secondary teachers from A University. The purpose of the survey was to assess their level of interest in understanding and utilizing generative artificial intelligence, their requirement for relevant education, and the assistance plans they might need. Additionally, in-depth interviews were conducted with 6 pre-service secondary teachers. Results 79.8% of pre-service secondary teachers reported having experience with AI programs, and 46.8% indicated that their knowledge of AI-related topics was at an introductory level. To support education in AI literacy, a practical space was provided where technologies related to AI could be used and AI literacy education should encompass both specialized majors and general liberal arts education. In-depth interviews revealed that the intention to enroll in AI literacy courses stemmed from the desire to enhance the capabilities of prospective secondary teachers, a personal interest in AI literacy, and curiosity about the courses themselves. Furthermore, the importance of adapting to societal changes and integrating AI-related subjects into the curriculum was emphasized. Conclusions It was suggested that the AI subject for pre-service secondary teachers should be taught as a practical-oriented regular course, focusing on enhancing the ability to critically analyze and embrace the information provided by artificial intelligence, rather than focusing on coding. It was also recommended to provide disciplinespecific education tailored to each subject area.