Pre-service Training Research Articles

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

When creativity wakes up emotions: an illustration of a creative course for pre-service teacher training

Innovative Frameworks for Teacher Noticing: Video Insights into Pre-Service Trainee’s Practices

Teacher noticing is a fundamental aspect of effective teaching, yet its influence on instructional practice is not well understood. This paper presents an extended framework for teacher noticing, alongside two innovative assessment tools: the Initial Teacher Education Noticing Continuum (TEN) and the Noticing Observation Framework (NOF). Utilising a mixed-methods approach within an intrinsic case study involving nine pre-service trainee teachers, the research uncovered significant insights into the participants' professional vision. The TEN demonstrated notable sophistication in trainees' skills for selecting, reasoning, and responding, while the NOF revealed that noticing plays a crucial role in developing teacher competency. As the study progressed, the participants exhibited marked improvements in their teaching practices. These results underscore the importance of structured frameworks in elucidating the relationship between teacher noticing and effective instruction, offering valuable implications for teacher education programmes.

TEACHING EFL LISTENING IN MOROCCAN PUBLIC HIGH SCHOOLS

The listening skill is one of the most important, but challenging language skills to teach to EFL learners. However, the way it is generally taught in EFL contexts does not seem to be conducive to its acquisition. This study investigates the teaching of EFL listening in Moroccan public high schools. More specifically, it probes into how and how often the listening skill is taught. To this end, a mixed-method approach is adopted, which combines data from questionnaires, document analysis, interviews, and classroom observations collected from 158 teachers and 144 students who volunteered to participate in this study. The findings revealed that Moroccan public high school EFL teachers rarely teach listening due to various reasons. When they do teach it, though, they generally adopt a product-based approach that focuses mainly on testing comprehension. The study concludes with numerous pedagogical and research implications, such as the need for quality pre-service and in-service training in the teaching of EFL listening and the need for improving the quality and approach of listening materials and activities in the textbooks.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0738/a.php" alt="Hit counter" /></p>

Challenges and opportunities for strengthening palliative care services in primary healthcare facilities: perspectives of health facilities in-charges in Dar es Salaam, Tanzania

BackgroundWith the rise of non-communicable diseases in Tanzania, palliative care (PC) is increasingly needed to improve the quality of life for these patients through pain and symptom management and providing...

Preservice training perspectives among Florida foster parents

Relatively little is known about foster parent preservice training, particularly how foster parents perceive the helpfulness of preservice training. Given the high turnover of foster parents and research indicating that multiple demands are placed on foster parents, more attention should be paid to the preparation and support of new foster parents. The purpose of this study was to utilize an administrative data set from the state of Florida to examine foster parents’ perceptions of the type and quality of their preservice training in terms of feeling prepared to take on a foster care placement in their home. Almost one half of all participants were able to identify the name of the training completed. Of which, three of the trainings have some empirical support in published literature. Additionally, a little more than one half of participants indicated they felt prepared for their role as a foster parent, but almost one third indicated not feeling prepared for the role. Slightly more than one quarter of participants indicated supplementing their training with other resources. Results support the need for more rigorous evaluation of preservice training due to limited empirical support, attention to how training prepares foster parents to support the needs of the child and family following placement, and potential improvements to what is covered in preservice training.

Pre-kindergarten teachers’ perceived preparedness to support children with asthma, cancer, and diabetes in the classroom

ABSTRACT As childhood chronic conditions rise, it becomes increasingly important for educators to feel prepared to address the diverse needs of these students. This study examined trends in educators’ readiness for chronic conditions by examining pre-kindergarten (pre-K) teachers’ perceived preparedness to support students with asthma, cancer, or diabetes. A survey was conducted with seventy-six pre-K teachers (mean ± SD age = 46.10 ± 10.54 years, 100% female, 50% Black/African American) to evaluate their general preparedness levels and readiness for specific caring behaviors. Repeated-measures ANOVAs, t-tests, and Pearson correlations were run to analyze the responses. The findings indicated that teachers felt more prepared to support children with asthma, followed by diabetes, and then cancer. Moreover, there was a weak positive correlation between teaching experience and preparedness to support these children through various caring behaviors. Educators who reported prior experience with cancer and diabetes were also significantly more prepared for those conditions than those without prior experience. To enhance their ability to support students effectively, early childhood educators should have increased access to professional development opportunities and preservice training that delves into more nuanced topics like childhood chronic conditions. Through these avenues for knowledge obtainment, educators may gain skills that could foster a safer environment for their students.

Music Teacher Competences Oriented Toward Inclusive Education: An Analysis of Proposals in the Initial Pre-Service Teacher Training Phase

Initial pre-service teacher training should include insights and learning that are closely related to classroom practice. In this paper, we analyse the expectations voiced by pre-service teachers studying toward a master’s degree in secondary education as well as by in-service teachers. Both groups participated in a 6-month professional development project focusing on the competences they need as music teachers in order to achieve inclusion in the classroom. Results from interviews and focus groups confirm that music teachers require multidimensional and correlated training that combines and integrates didactic, pedagogical, disciplinary, and transversal competences in their professional practice. Multidimensional correlated training and a critical teaching attitude are essential for teachers to be equipped to rationally address music learning needs and problems in the inclusive classroom. Findings of this exploratory study can be used as guidelines for policy makers and curriculum developers.

The Integration of Pre-Service Training and In-Service Support Models in Canada and Their Impact on Multicultural Education

This paper explores the integration of pre-service training and in-service support models for immigrant teachers in Canada and examines how these mechanisms assist in their adaptation to the Canadian education system and diverse cultural environments. The study discusses the unique challenges faced by immigrant teachers, including credential recognition, cultural adjustment, and the potential for bias or discrimination. Through an analysis of training programs and professional development opportunities, the paper highlights the importance of mentorship, cultural awareness, and continuous language and career support in promoting the success of immigrant teachers. Furthermore, the paper evaluates the impact of immigrant teachers on multicultural education, emphasizing their role in fostering inclusive classrooms and improving student outcomes. By creating a dynamic and diverse workforce, the integration of these models contributes to the development of an equitable and responsive education system that reflects the multicultural nature of Canadian society.

Reducing COVID-19-Induced Educational Slumps—Training Preservice Teachers to Be Children Coaches: An Evaluation of Effects in Elementary Schools

The school closures due to the COVID-19 pandemic have had significant side effects, particularly on the psychological well-being of pupils. This situation poses great challenges for teachers in schools. At the same time, teacher education students have to be prepared for this situation by being trained to deal with difficult situations and pupils with symptoms of psychological disorders. Furthermore, they need to adequately address the increasing heterogeneity in terms of their pupils’ learning standards. To meet these challenges, the teaching project “CaBire” was called into being. As part of this project, teacher education students first receive theoretical input to act as socio-psychological coaches for children. After the training phase, students offer support to pupils at schools. This practical phase is accompanied by coaching-supervision seminars led by psychology teachers at the university. Both the practical phase, as well as the accompanying seminars at the university can be credited to teacher education students’ studies. Here we report a good-practice example and an evaluation of this teaching concept based on data of a mixed-method design. The results are promising and point towards a beneficial program for both teacher education students and pupils.

Influence of Teacher Professional Development on Quality of Teaching Mathematics in Public Secondary Schools of Rwanda: A Case of Burera District

The research examined the influence of teacher professional development (TPD) on the quality of teaching mathematics in public secondary schools in Rwanda. A Case of Burera District. Specifically, the research was assessing the effect of pre-service training on teachers’ performance in selected public secondary schools in Burera District, Rwanda, determining the effect of induction training of teachers on teachers’ performance in selected public secondary schools in Burera District, Rwanda, and establishing the effect of continuous teacher professional development of teachers on teachers’ performance in selected public secondary schools in Burera District, Rwanda. The sample size was 4012 respondents, with a sample size of 364 participants. This study used primary sources like questionnaires and interviews to gather data, using purposive, stratified, and simple random sampling methods. It employed both quantitative and qualitative methodologies, including content analysis and descriptive statistics. For the first objective, results indicate that 53.8% strongly agreed that Better skilled teachers are more likely to be better inspired and achieve better than inadequately trained teachers, 76.9% strongly agreed that Pre-service teacher training in Rwanda is too abstract, 84.6% strongly agreed that Pre-service teacher training deprives teachers-to-be from the encounters of classroom management of the learning process and 92.3% strongly agreed that Pre-service training of teachers is essential and helps in organizing different programs for pre-service training, updating and upgrading incoming and working educators at all levels and , and 84.6% strongly agreed that Teachers who receive adequate pre-service training performed better in the schools. For the second objective, 92.3% strongly agreed that the lack of induction training impairs TPD, 84.6% strongly agreed that induction training is important for teachers’ PD, 76.9% Strongly agreed that there are challenges with professional development for teachers, 69.2% Strongly agreed that the government, non-governmental organizations, and school authorities can and should do to make teachers’s professional development better. 61.5% Strongly agreed that the lack of induction training impairs TPD and 84.6% Strongly agreed that induction training is important for teachers’ PD. The study found a strong positive relationship between pre-service training, teacher motivation, engagement, and content expertise. It also showed a positive relationship between continued teacher professional development and content expertise, motivation, and engagement. Additionally, a significant correlation was found between teacher integrated pedagogical training and content expertise, motivation, and engagement, with a high attractiveness rate, indicating a positive relationship between these factors. These findings suggest that teacher professional development can influence the quality of teaching mathematics and were positively and statistically correlated since most of their level of significance was more than 0.05 in association with the quality of teaching mathematics in public secondary schools in Rwanda. Recommended that to enhance student learning, encourage active participation through discussions, debates, and hands-on activities. Promote teamwork and collaboration through group projects and real-world scenarios. Regular feedback and technology integration enhance learning experiences. Adapt teaching strategies to meet diverse learning needs. Use formative assessments to monitor progress and improve metacognitive skills. Encourage curiosity and creativity, and create a safe, inclusive environment. Develop positive relationships with students to foster social-emotional competencies.

Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students’ English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers’ English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers’ English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

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.

Training status in evidence-based practices among in-service special education teachers and its association with teaching in autism educational settings

The present study investigates the adequacy of training, perceived knowledge, and the frequency of use of evidence-based practices (EBPs) among in-service special education teachers and its association with their teaching practices in autism educational settings in Jordan. Additionally, it analyzes the influence of key variables, including gender, age, level of educational qualification, number of years teaching in special education, number of years teaching students with autism, number of students with autism in the classroom, and number of in-service professional development programs attended. Using an analytical descriptive approach utilizing survey-based research, a convenience sample of 121 teachers from seven specialized autism centers reported on their training adequacy, knowledge, and frequency of use of a set of 23 EBPs. The results showed that the adequacy of in-service training was higher than that of pre-service training. Moreover, there was a positive correlation between in-service training, teachers’ knowledge, and the use of EBPs. The number of in-service professional development training programs emerged as the only variable that significantly influenced the teachers’ responses regarding the adequacy of their in-service training. The multiple regression analysis revealed that in-service training programs and years of teaching students with autism were the only predictors of teachers’ knowledge and use of EBPs. The most reported EBPs were reinforcement, task analysis, and modeling, whereas the least reported were video modeling, social narratives, and functional communication. Further enhancements in teacher training in EBPs are needed to improve teacher training programs in Jordan.

Using Virtual Reality in the Educational Process to Increase Students' Motivation and Interest

This article aims to identify some obstacles and opportunities for using virtual reality tools in teaching English to students. The research method is a case study focusing on the perceptions and responses of four teachers. Semi-structured interviews were used to collect this data. The results show the importance of pre-service and in-service training for teachers to use a foreign language effectively - in this case, English - when teaching with these tools. Additionally, teachers highlight specific difficulties that hinder the realisation of the educational opportunities offered by virtual reality in the process of foreign language learning. The results show that, for example, despite the overall level of satisfaction, motivation is not always present in the use of smartphones. In contrast, satisfaction, motivation, and engagement are closely related in virtual reality. These differences emphasise the importance of technology in the learning process. The novelty of this paper is to study these discourses to find that the main motivations that drive teachers to use new virtual tools are related to both personal factors (curiosity, passion, interest) and pedagogical aspects (application, sharing experiences with colleagues, caring for students). These two forms of motivation, essential for proper technology integration, underline the strong desire of teachers to participate in the project to improve their teaching practice and optimise student learning. However, although motivation is an influential factor in integrating new technologies, teachers do not hide their doubts and concerns. The practical value of the study on using virtual reality (VR) in the educational process to increase students' motivation and interest is creating an interactive environment that can engage students and make learning more fun. This is especially important for those with difficulties with traditional teaching methods and individualising learning. VR allows you to adapt the material to the needs of each student, which contributes to more effective learning. Learners can work at their own pace and repeat the material as often as necessary.

Assessment of the Knowledge, Attitude and Practice (KAP) of PMTCT among Healthcare Providers at the University of Ghana Legon

One of the leading causes of morbidity and mortality among communicable diseases is acquired immunodeficiency syndrome (AIDS). A vulnerable group in this setting is HIV exposed infants, (born to women living with HIV). The magnitude of the pandemic of HIV infection in developing countries is such that multiple approaches are required to show its spread and alleviate the burden on the health sector and society in general. Every woman of childbearing age needs to be aware of HIV infection, the risks of Mother-to-Child Transmission and the services available to reduce such risks. Considering these, this study assessed the knowledge, attitude and practice of Prevention of mother-to-child transmission (PMTCT) among healthcare providers at the University of Ghana Legon. A descriptive cross-sectional design was used in this study. The minimum sample size for this study was calculated using the single proportion population formula by Fisher (1978): The study area was the University of Ghana Hospital Legon. The collected data was exported into STATA version 16.0 for cleaning and analysis. Descriptive analysis, such as simple frequencies, percentages, means, and standard deviations, were used to summarize the data. Findings were presented in tables and graphs. Generally, the data accumulated from the research on the knowledge, attitude and practice of PMTCT among healthcare workers indicate that there is unsatisfactory knowledge and practice. In this study, no participants had a total good score above 85%. The relationship between gender, ward and knowledge was investigated using a chi-square. The p-value was higher than the alpha-value, indicating acceptance of the null hypothesis (p-value = 0.79 and 0.053, alpha value = 0.05). Sixteen (16) of the respondents, representing 17.6%, said HIV positive pregnant women should be managed like any other pregnant woman in Labour. The majority of the respondents (56) said at the first week of pregnancy, while only (2) said at week 28. However, their attitude was satisfactory. It must be noted that without further training and an increase in staffing levels, the quality and accessibility of PMTCT will be severely affected. It is therefore recommended that there should be continuous and pre-service training on PMTCT. All new medical officers, midwives and nurses should undergo PMTCT training, and those who are already in service should take refresher courses on new and updated guidelines.

Perceptions of Interns Toward Integrated Management of Childhood Illness (IMCI) Pre-service Education and Its Impact on Their Clinical Knowledge: A Study at Sultan Qaboos University, Muscat.

Objectives The study aims to assess interns' perceptions of Integrated Management of Childhood Illness (IMCI) pre-service education at Sultan Qaboos University (SQU). Specifically, it evaluates how IMCI training during phases 2 and 3 influences interns' clinical practice readiness and knowledge acquisition. The findings will inform evidence-based enhancements to IMCI training programs, ensuring they meet interns' educational needs and optimize clinical skills acquisition. Methods This cross-sectional study was conducted at the College of Medicine and Health Sciences (CoMHS) at SQU, Muscat, over a two-month period (September 20, 2023, to November 30, 2023). The questionnaire evaluated interns' sociodemographic factors, perceptions regarding pre-service IMCI training, and IMCI knowledge. IBM SPSS Statistics for Windows, Version 24 (Released 2016; IBM Corp., Armonk, New York) was used to analyze Likert scale responses for frequencies and proportions. Results Out of 103 invited interns, 75 participated in the study, resulting in a response rate of 72.8%. Interns who attended three or more IMCI lectures, tutorials, and practical sessions demonstrated a more advanced understanding of IMCI principles compared to those attending fewer sessions. Overall, 63 (84.0%) interns agreed on the effectiveness of IMCI training, 57 (76.0%) interns acknowledged skill enhancement, and 69 (92.0%) interns perceived its practicality for illness assessment. However, only 60.0% (n=45) felt confident in managing sick children. The knowledge assessment revealed varied understanding of IMCI objectives (82.7%, n=62) and components (61.3% (n=46) to 64.0% (n=48)). Clinical case evaluation showed mixed recognition of clinical features and danger signs of childhood illnesses, while awareness of disease preventability through immunization was generally high, except for tuberculosis (74.7%, n=56) and rotavirus (40.0%, n=30). Conclusion Interns exhibit positive attitudes towards IMCI principles, demonstrating a strong grasp of related concepts through effective case-based question responses. These results highlight the effectiveness of IMCI training in improving interns' understanding of pediatric healthcare principles, with potential implications for enhancing clinical practice and patient care. Future investigations should explore the impact of IMCI training on interns' clinical practice and patient outcomes.

A Responsive Internship Program from the Viewpoint of Beginning Teachers

The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies