Pre-service Teacher Training Research Articles

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

Classroom practices in primary schools’ mathematics teaching supported by the Interactive Mathematics Software for Rwanda

Over recent decades, the integration of technological resources in education increased growingly. However, studies about the assessment of information and communications technology integration in primary school mathematics activities remained few. This research intended to comparatively examine the aspects of classroom practices observed during the implementation of the Interactive Mathematics (IM) Software in primary schools in Rwanda. Designed as quasi-experimental, it involved the experimental groups from Primary-2, Primary-3, Primary-4, and Primary-5 and analyzed aspects of school statuses, the school years, and the educational cycles. Data collected using Likert-scale measurements from 63 classroom observations were analyzed using Microsoft Excel and a two-sample t-test analysis was conducted to determine if the significance of mean differences. The findings revealed no significant difference between lower and upper primary based on a p-value of 0.829368908 (p-value>.05) and between the 2019 and 2020 teaching periods (considering the same teacher) based on the p-value=0.324542 (p-value>.05). However, the findings revealed that private and public schools’ mean differences were significant based on the calculated p-value<em> </em>equal to 0.007144 (p-value<.01). The study made various recommendations towards using IM software to promote quality mathematics education in primary schools in Rwanda and pre-service teacher training to boost the initiation process of their technology-enhanced pedagogy knowledge to teach mathematics.

Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions

Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an effective way to train preservice teachers to make instructional decisions. The purpose of this study was to investigate the effects of a decision-making model, with and without supplemental online instruction, on preservice teachers’ accuracy in identifying data patterns and making data-based decisions. Results showed that participants in both the decision-making model only and online training plus decision-making model groups had greater accuracy compared with participants who received no training. However, there were no significant differences between the two treatment groups, suggesting that the decision-making model may stand alone as an effective intervention to train preservice teachers to identify a data-based decision. Implications for research and practice are discussed.

THE ROLE OF PRE-SERVICE TEACHER TRAINING IN DEVELOPING EFL TEACHERS' CLASSROOM MANAGEMENT COMPETENCY FOR BETTER TEACHING PERFORMANCE

<p>Teachers’ role in improving the quality of the educational system is unquestionable. However, in order for teachers to fully and effectively play their role and help achieve the required educational objectives they have to be well-trained before their induction and the literature provides much evidence of this (Bozkuş, 2021). Hence, teacher pre-service training is a crucial stage in the early development of a teacher. The current study makes use of a mixed-method approach, including a questionnaire, semi-structured interviews, and observations to investigate the role of pre-service teacher training in developing EFL novice teacher classroom management competency. The participants were 43 Moroccan EFL novice middle school and high school teachers. The results showed that participants found classroom management challenging mainly due to the short and insufficient period of training in general and practicum in specific as well as the prioritization of theory over practice during training. Consequently, those novice teachers found themselves in a state of confusion about how to deal with such challenges which had an impact on their performance in the classroom. <strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0010/a.php" alt="Hit counter" /></p>

Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education

Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education

Lessons Learned During the Pandemic: Shaping the Future of Physical Education in India

On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study’s results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology– related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training.

The Effectiveness of Supported Teaching in Schools in Colleges of Education Curriculum: The Facts, Fears and Myths

The purpose of the study was to deep dive into how effective Colleges of Education (COE) in Ghana practice the Supported Teaching Schools (STS) programme; the challenges faced in implementing the programme; and how the challenges are managed by COE to still train pre-service teachers to exhibit high standards in knowledge, conduct, and practice in the schools worthy of 21st-century teachers. A trend study was adopted with an exploratory design. A stratified sampling technique was employed to select 6 Colleges and a meta-analysis on 60 pre-service teachers’ reflective journals for the study. It can therefore be concluded that pre-service teachers practice sole visits to schools for STS programme. Therefore, the pre-service teachers' reflective journals contain literature reports that might not necessarily reflect the activities observed or discussed. Some COE lack means of transport to convey pre-service teachers to and from partner schools. It is therefore recommended that, STS programme be organized for pre-service teachers to benefit from all the days' of teaching and learning, and co-curricular activities in a week in the basic schools. Training for all lead mentors, mentors and students to successfully implement the STS policy should be deepened. Also, the government of Ghana should supply the requisite logistics to COE for the successful implementation of the programme. Supervision by tutors of COE should be structured and intensified to pre-service teachers during the STS programme to make their reflective journals report to cohere into practicable daily school activities.

Streaking and self-care planning: the influence of integrating a well-being initiative in one teacher education program

ABSTRACT Concerns about teacher burnout, compassion fatigue, and retaining early career professionals have prompted teacher education programs to seek out ways to promote mental and emotional health during pre-service teacher training. This two-year, educational design study explored pre-service teachers’ experiences with the implementation of two school-based mental health interventions: the intentional introduction of self-care planning during field experience practicums, and the promotion of ‘streaking’, a health promotion event, to encourage pre-service teachers to implement a daily individual mental health intervention. Data were collected at several different points over a two-year period through surveys and individual interviews. The data analysis indicated that this two-tiered approach holds promise as a health promotion activity, however other intentional and educational actions were needed to ensure that pre-service teachers had the resources and tools required to support their mental and emotional health during their practicum courses. A further finding suggested that the term ‘self-care’ was widely misunderstood by study participants and work is needed to help pre-service teachers understand the importance of self-care during their practicum as a prevention strategy for well-being once they begin their teaching career.

The role of teacher assessment literacy in job stress and job burnout in EFL contexts: a mixed-methods investigation

Reviewing the literature reveals that the role of teacher assessment literacy (TAL) in teacher job stress (TJS) and teacher job burnout (TJB) among English as foreign language (EFL) teachers in Iran has remained largely unexplored. As a result, this mixed-methods study investigated the association between TAL, TJS, and TJB in the Iranian EFL context. For the quantitative section, 413 EFL teachers, including 221 males and 192 females, were randomly selected. They completed the Teacher Assessment Literacy Questionnaire, the Teacher Job Stress Scale, and the Teacher Job Burnout Inventory, and the data was analyzed using structural equation modeling. For the qualitative part, 18 EFL teachers who joined the quantitative part participated in a focus group interview, and their responses were analyzed through a content analysis approach. Results indicated that TAL is a strong predictor of TJS and TJB. Specifically, the findings indicated that TAL was positively linked to all the sub-scales of TJS and TJB. Additionally, the complementary qualitative results yielded four themes: TAL promotes job productivity, TAL raises teachers’ social face, TAL enables teachers to manage the class efficiently, and TAL brings positive wash-back. The findings suggest that TAL, TJS, and TJB should be incorporated in pre-service and in-service teacher training courses in EFL education.

Research on the Ways to Improve the Practical Teaching Ability of Early Childhood Physical Education Teachers in Pre-service Training

Early childhood education (ECE) is a critical stage for developing physical fitness, motor skills, and social competence in young children. In recent years, with the growing recognition of the importance of early childhood education, the pre-service training of early childhood physical education teachers has received more attention. Practical teaching ability is a core factor affecting the quality of early childhood physical education teachers' education. To enhance the practical teaching ability of early childhood physical education teachers, this article explores specific strategies and approaches that can be adopted at the pre-service training stage to guide teacher education institutions and policymakers to optimize pre-service training programs and improve the quality and effectiveness of future teachers. The article identifies several key ways to enhance the pre-service training of early childhood physical education teachers: the intensification of theoretical training, the deepening of practical training, the establishment of mechanisms for reflection and evaluation, and the application of technology and innovative methods to enhance teachers' professional knowledge and skills, and also their motivation to teach and their ability to innovate.

Strategies for Developing Professional Competencies in Pre-service Teachers’ Educational Internship and Teaching Support Program：Mediated by Teacher Self-efficacy

Using teachers' self-efficacy in Bandura's social cognitive theory as a mediator, this study work on how to promote teachers' professional competence in educational internship and teaching support programs for pre-service teachers in order to solve the problem of insufficient teachers' vocational competence in pre-service teacher training, and to provide high-quality teachers for basic education. The study begins with the concept and current status of implementation of the educational internship and teaching support program, and provides an introduction to the main ways to develop the professional competencies of pre-service teachers. Through the four major sources of self-efficacy summarized by Bandura, it analyzes the generation and development of teachers' self-efficacy in the educational internship and teaching support program. It is suggested that colleges and universities and supported schools should promote the enhancement of teachers' ethics, pedagogical competence, student management competence and self-development competence through various strategies such as improving the content of educational internship and teaching program, enhancing external policy and emotional support, strengthening the guidance of educational internship teaching and stimulating the intrinsic developmental motivation.

EFL teachers’ perceptions of emotional literacy: A phenomenological investigation in Iran

The importance of emotional literacy (EL) in education is widely acknowledged, but the English as a foreign language (EFL) context has not been extensively investigated regarding how EFL teachers perceive their EL. To address this gap, this study adopted a phenomenological research design to explore EFL teachers' perceptions of EL in the Iranian EFL context. A purposive sampling technique was used to select 22 EFL teachers at secondary high schools in Borujerd City, including 14 males and 8 females. The required data were collected through reflective statements, classroom observations, and post-class discussions. The study's findings generated two overarching themes regarding the essence of EL: individual aspects (e.g., being motivated, being self-regulated, and being emotionally aware) and social aspects (e.g., being empathetic and being socially skilled). The results suggest that EL should be incorporated into pre-service and in-service teacher training programs to promote their teaching efficacy.

How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum

This study explores how pre-service teachers understand inquiry before and after an inquiry-based practicum and identify which key learning experiences (KLEs) were conducive to inquiry. A survey (n = 57) and a semistructured interview (n = 23) were conducted. Results showed that pre-service teachers' forms of inquiry increased in frequency and complexity after the practicum. The KLE that made their understanding of inquiry more complex was the systematization of the inquiry process into distinct phases. This study reinforces the need to implement an inquiry-based practicum in pre-service teacher training and provides guidance on which learning activities should be prioritized during the practicum.

The Influence of Practical Training on the Teaching Ability of Pre-service Music Teachers

This paper explores the impact of practical training on the teaching ability of pre-service music teachers. Practical training, as an important part of pre-service teacher training, helps pre-service music teachers transform theoretical knowledge into practical skills by providing opportunities for manipulation in actual teaching situations, and improves their abilities in curriculum design and planning, teaching methods and techniques, Evaluation and feedback, use of multimedia, reflection and self-improvement. The content and methods of practical training are analysed, and the specific effects of practical training on the teaching ability of pre-service music teachers are described, including the updating of teaching concepts, the improvement of teaching skills, the enhancement of classroom management skills, and the improvement of students' evaluation skills. Finally, the paper discusses the advantages and limitations of practical training and puts forward optimisation suggestions to better improve the teaching ability of pre-service music teachers.

The dialogical self and the multiplicity of I-positions: Experiences of becoming a teacher in the international practicum

The internationalisation of education poses local challenges for training pre-service teachers to navigate new and unfamiliar education contexts. For Chinese language teachers in Australia and beyond, undertaking initial teacher training has been informed by China’s wider agenda regarding the worldwide promotion of Chinese language. Building upon Dialogical self theory, this paper adopts traditions from autoethnography to unpack a Chinese novice teacher’s learning journey during a placement in an Australian Chinese language learning classroom. We focus on the lead author’s conflicted identity and how this identity was positioned and repositioned in response to contexts and through dialogue with the self and with others. This paper offers an alternative approach to understanding pre-service teachers’ learning and professional development, providing insight into how the practicum can be improved to better support Chinese international pre-service teachers who are navigating unfamiliar contexts.

Teachers’ experience and training with visual diagrams production

This study aims to explore the experience and training of pre-service and in-service teachers (n = 470) using visual diagrams. For this purpose, they answered a questionnaire regarding their training and experience with them throughout their entire education. The results show that teachers’ experience with visual diagrams was very limited at all educational stages and subjects. They consider them valuable for learning, but they have received little instruction on diagrams, copying existing materials rather than producing original ones. They mainly produced their own visual diagrams in Natural and Social Sciences. They also produced other type of diagrams (mainly quantitative and verbal) in non-STEM subjects. The results indicate a need to provide teachers with training and opportunities to practice with visual diagrams, and to make them competent to use them in their teaching to increase their didactic use with their students throughout the educational system.

Influencing Factors Of Technological Pedagogy Content Knowledge’s Development For Pre-Service English Teachers In China

Technology has been highly integrated into almost all the domains of society, including educational fields. As a reserve resource of teachers, the training of pre-service English teachers' educational informatization ability has to be placed in a highly valued position. A quantitative method was used to investigate Technological Pedagogy Content Knowledge (TPACK) of 215 pre-service English teachers with questionnaires. Statistical Package for Social Science 26.0 (SPSS 26.0) was used to analyze the collected data. Results show that 1. Gender has no significant effect on TPACK of pre-service English teachers. 2. Internship experience has a significant impact on TK of TPACK framework; and Educational Technology Course has significant impact on both TPACK and TK, CK, PCK of TPACK framework for pre-service English teachers. 3. Linear multiple regression was employed to ascertain that TPK, TCK and TK have significant predictors of TPACK. It is suggested that Class Teaching, Instructors Training, Assessment Requirements and Internship Experience should be optimized to cultivate pre-service English teachers to satisfy the requirements of information age.

Diversity of Learners, their Special Learning Needs and Inclusive Education: Perspectives of Teachers in Public Secondary Schools in Kwara State, Nigeria.

The study was aimed at building knowledge base for addressing learners’ special learning needs and for promoting inclusive education. The purpose of the study was to provide a rich description of public secondary schools’ teachers’ perspectives on their learners and on inclusive education. The study adopted quantitative design to investigate teachers’ awareness and knowledge of diversity of learners in their classrooms, including the teachers’ understanding of their learners’ special learning needs as well as the teachers’ perspectives on their experiences with implementation of inclusive education The population for the study comprised all teachers in public secondary schools in Kwara State, Nigeria, and by convenient sampling method drew a sample of one hundred and forty-five teachers. The instrument for data gathering was a questionnaire which contained descriptive statements responded to by respondents who indicated their degrees of agreement on a four-point; liker-type scale. Data collected were analysed and with the use of the descriptive statistics of percentage frequencies and mean response scores to answer the research questions and to arrive at the achievement of the study objectives. The results revealed that teachers involved in the study were generally aware of learners’ diversity in their classrooms. To strengthen this awareness, the teachers also indicated their knowledge regarding the manifestations of the diversity in terms of the learners’ ability and activity levels as well as behavioural tendencies. Teacher-respondents reported some learners as gifted and talented, some as more active than others, some aggressive or withdrawn in behaviors, some with speech and language difficulties as well as auditory, visual and orthopaedic impairments, while some are with other disabilities. The results of the study have implications for pre-service and in-service training of teachers as well as better structuring of schools’ physical infrastructure in order to promote better access, participation and belongingness for pupils with disabilities.

Solving word problems involving triangles and implications on training pre-service mathematics teachers

<p>Triangles and trigonometry are always difficult topics for both mathematics students and teachers. Hence, students' performance in solving mathematical word problems in these topics is not only a reflection of their learning outcomes but also an indication of teaching effectiveness. This case study drew from two examples of solving word problems involving triangles by pre-service mathematics teachers in a foundation mathematics course delivered by the author. The focus of this case study was on reasoning implications of students' performances on the effective training of pre-service mathematics teachers, from which a three-step interactive explicit teaching-learning approach, comprising teacher-led precise and inspiring teaching (or explicit teaching), student-driven engaged learning (or imitative learning), and student-led and teacher-guided problem-solving for real-world problems or projects (or active application), was summarized. Explicit teaching establishes a solid foundation for students to further their understanding of new mathematical concepts and to conceptualize the technical processes associated with these new concepts. Imitative learning helps students build technical abilities and enhance technical efficacy by engaging in learning activities. Once these first two steps have been completed, students should have a decent understanding of new mathematical concepts and technical efficacy to analyze, formulate, and finally solve real-world applications with assistance from teachers whenever required. Specially crafted professional development should also be considered for some in-service mathematics teachers to adopt this three-step interactive teaching-learning process.</p>

Preparing Teachers for Physical Activity Leadership: Status of Comprehensive School Physical Activity Program in Physical Education Teacher Education

Purpose: The purpose of this study was to better understand Comprehensive School Physical Activity Program (CSPAP) curricular offerings related to physical activity leadership training competencies that occur within physical education teacher education programs across the United States. Methods: Physical education teacher education program stakeholders were emailed an online survey about physical activity leadership training competencies and CSPAP training in physical education teacher education. A total of 142 participants (28% response rate) completed the survey. Descriptive statistics were used, and open-ended questions were analyzed. Results: Participants reported training preservice physical education teachers in CSPAP components: quality physical education (84%), physical activity before/after school (61%), physical activity during school (78%), staff involvement (50%), and family and community engagement (64%). Reported physical activity leadership competency training for preservice physical education teachers included: physical activity content knowledge (99%), leadership competencies (93%), communication and promotion (38%), and collaboration competencies (78%). Discussion/Conclusion: Training classroom teachers and physical education teachers to promote, sustain, and implement CSPAPs is vital to CSPAP uptake in schools.