Pre Service Research Articles

Examining Technology Integration in Micro Teaching: Unique Insights from Pre-Service Teachers at Universitas Widya Gama Mahakam Samarinda Using the Harris, Grandgenett, and Hofer Framework

The objective of the study was to know the categories of Harris J., Grandgenett, N., and Hofer M toward preservice teachers in Micro Teaching Course at Widya Gama Mahakam Samarinda University. This study was conducted at fifth semester of English Education Department, University of Widya Gama Mahakam Samarinda. This study focused on technology integration of pre service teachers that implemented in micro teaching course. Design of this study was qualitative study. There were 24 pre-service teachers in this study determined by purposive sampling. The instrument used was interview guide by Harris J., Grandgenett, N., and Hofer M. There were 5 pre-service teachers who were willing to be the interviewees. Then, the researcher collected the data by simulated recall interview and video as the source of data. The result of the study showed pre service teachers were good enough in implementing technology integration in their micro teaching course. There were four categories seemed in this study. They were about curriculum goals, instructional strategy, technology selection, and fit. Researchers conclude that all the categories were fit together in a harmony although some of preservice teachers still using low technology in their practice

COVID-19 Educational Side Effects: Pre-service EFL Teachers' Use of Digital Education Tools

Recent research has revealed the complexities of incorporating technology tools into lessons, despite the creation of several platforms and applications for education (Wen & Hua, 2020). The radical shift from traditional to online learning during the COVID-19 pandemic compelled teachers and students to develop technical skills to adapt to this new reality. This study explores the impact of this phenomenon on the perspectives of Pre-Service (PS) English language teachers (students in a teacher-training program), regarding the use of technology to support their own English language learning (ELL) process. To achieve this, an explanatory sequential mixed-method approach was employed. A questionnaire consisting of seven Likert scale statements and six open-ended questions was administered to 32 PS teachers from the English Language B.A program at a major public university in Southeast Mexico. Subsequently, eight participants were interviewed. The results indicated that despite most participants having prior knowledge of technological tools and educational platforms before the pandemic, they did not utilize them to support their ELL. However, the findings also revealed a positive response from participants towards continuing to use digital platforms due to perceived benefits experienced during Emergency Remote Teaching. These findings provide additional evidence concerning English learning and teaching and how classes can be more effective and significant using platforms and applications if classrooms are well equipped.

Pre-service Teacher’s Perceptions on Technological Pedagogical and Content Knowledge (TPACK)

This is 21st century, an era of aligns standardized curriculum, advanced technologies and integrated knowledge. To meet the challenges of this changing world there is a need to enhance the certain core competencies of teachers such as collaboration, digital literacy, critical thinking, problems solving and the knowledge of teaching and technology to achieve the goals of quality of education and students’ achievement. Technological Pedagogical and Content Knowledge (TPACK) is a technical framework of collective and composite knowledge required for teachers teaching practices in the classrooms with technology integration. So, in this study the perceptions of pre-service teacher’s about TPACK were assessed through cross sectional survey. Sixty-five secondary school pre-service teachers from Department of Education, Mizoram University were selected as sample of the study. A five-point Likert scale was used in this study to collect the information from the respondents. The research reveals that majority of pre service teachers has average level of professional knowledge of technology integration and its use in their teaching practices and there was no significant difference in their perceptions of TPACK with reference to their gender.

Language Policy Dynamics in Early Childhood Education through Basil Bernstein’s Lens

This paper examined the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. It focuses on the benefits and implications of using local languages as media of instruction in early grades drawing on Basil Bernstein’s framing and control lens. This study is qualitative in nature and it used descriptive research design to examine the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. Simple random sampling technique was used to select ten (10) privately owned centers and ten (10) teachers that formed the sample. Ten (10) center managers were purposely selected bringing the total number of participants to twenty (20). The study used participant and non-participant observation and interviews to collect data and a total of 10 lessons were observed with a focus on the language of the instruction used. The results of the study show that there are major divides that linger among the classes in society which are visible in geographical locations of schools and have a great influence on the language of instruction. The results further show that local languages are not taught in private schools due to limitations in language command and skill set required to adequately teach. The study recommends that the pre service training programs should equip early childhood education teachers with adequate skills in local language teaching. Further, there is need for wider consultation with all stakeholders if issues of medium of instruction are to be a consensus at pre-grade.

Preservice teachers’ beliefs toward online learning and future teaching: Redesigning teacher training

Global health and political crisis lead to the development of educational practices. This study examined pre-service teachers’ beliefs concerning online learning and their future teaching in online environments. Seven hundred sixty four participants responded to online questionnaires at three points in time during the Covid-19 period. It was found that the average level of beliefs in readiness for future online learning and teaching is moderate. Whereas, the level of beliefs in online teaching is consistently high compared to beliefs in online learning. Three of the four components of the Dynamic Change of Personality Traits Theory (DCPT) showed higher levels of Pre Service Teacher (PST) beliefs in future online teaching than beliefs in their ability to learn online. Findings of this study propose that radical changes in learning environments impact the formation of beliefs. As beliefs contribute to the construction of motivation they must be acknowledge as essential for future teaching environments.

Identity Transition of English Pre Service Teachers Studying at Teacher Profession Education Program

The identity transition of four prospective professional teachers while undergoing a professional development program is essential to consider. This research aims to understand the dynamics and processes that allow professional identities to develop and change. This research uses qualitative research and Schlossberg's transition model as a framework. The research participants were four prospective teachers from the Teacher Professional Education program. Data collection was carried out using the narrative inquiry method. The data analysis technique uses qualitative descriptive analysis. This study found that identity trajectories from the pre-transition period contributed to their current identity transition. Their previous change in identity was because teaching is an honorable profession with other perceived benefits, such as economic and cultural capital. In this program, prospective teachers said there was a transformation in their professional experience. The study emphasizes the importance of continuing education for prospective teachers to become professional teachers. Teacher education plays a vital role in ensuring that teachers have a strong foundation in the theory and practice of education. Qualified teachers are critical in providing effective and quality education to students, so teacher education is essential to the education system.

A Study on the Competencies of Preservice Secondary Teachers to Enhance the Achievements of the Students in Learning English

The capacity to communicate effectively in English is crucial for pupils in today's worldwide society. Teachers of English who are themselves proficient in the language may do wonders for their pupils' linguistic growth and academic success. Their knowledge and hard work provide an engaging and encouraging educational environment, giving pupils the tools they need to develop their language abilities to their full potential. The purpose of this research is to identify the competencies so that successful English pre service teachers use it to help their students to become better language users and achieve to greater academic achievement. Thus this study will provide insights that can positively create an impact on language learning outcomes and enrich the educational experiences of students in the English language classroom. This is a qualitative research. The study's researcher collected the information from number of sources on best practices organized by school to inculcate values. Capturing the depth, nuance, and surrounding circumstances of the topic at hand is a primary goal. This approach seeks to understand context of competencies of English pre service teachers to enhance students' achievement in English. Thus a qualitative methodology provides valuable lens to gain insights into the multifaceted nature of effective teaching practices. Moreover, this study will explore the interplay between these competencies that can create a harmonious and enriching educational experience for students, promoting deeper grasp of the English language. The outcomes of this investigation have major consequences for teacher preparation programs. Pre service teachers will be better to accommodate the students' wide range of demands and achieve greater results in language learning if these competencies are included into their training. As a result of this study's findings, the teaching methods will be improved for the benefit of students learning English language. It will illuminate the essential qualities and pedagogical strategies that will foster productive learning environments in English language classrooms. Effective language education requires wide range of competencies, including not just a command of the target language but also of its pedagogical content, classroom management, student differentiation, technological integration, and cultural awareness. By adopting these competencies, pre service teachers will help students to develop language proficiency that will serve them well in school and beyond.

예비중등교사의 학업적 자기효능감과 자기주도학습능력 향상을 위한 하브루타 프로그램의 설계방안과 효과검증

예비중등교사의 학업적 자기효능감과 자기주도학습능력 향상을 위한 하브루타 프로그램의 설계방안과 효과검증

Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management

In this study, the effect of pre–service teachers' self–efficacy and self–management on their success motivation were discussed and evaluated from the classroom management perspective. The population of the study was the MCBU Pedagogical Formation Certificate Program in the 2022 – 2023 education year and 427 pre–service teachers participated as the sample of the study. SPSS 25 packet program was used for the analyses of the data. Pre–service teachers' self–efficacy, self – management and achievement motivation levels were examined with the help of descriptive statistics by using minimum, maximum, arithmetic mean, and standard deviation values. The effect of their self–efficacy perceptions and their self – management behaviors were separately analyzed with simple linear regression. The holistic effect of self–efficacy and self–management on achievement motivation was analyzed with multiple linear regression. According to the findings their self–efficacy, self – management and achievement motivation levels were observed at high levels. Also, the effect of self–efficacy and self–management on achievement motivation were found both separately and together. While self–efficacy and self – management affect achievement motivation at a normal level, they are affecting more strongly both together.

Development and Utilization Webquest as an Instructional Strategy in Teaching Thermodynamics in Colleges of Education in Kwara State

The worldwide education system has been significantly impacted by the growth of technology. The purpose of the study was to developed and utilized Webquest instructional package for the teaching of thermodynamic in chemistry. This intended to see if its usage will bring significance understanding to pre service chemistry teacher’s performance Thermodynamics is one of the chemistry topics students find difficult to understand. The study was carried out in colleges of education in Kwara State. All third-year chemistry students at the colleges of education made up the study's population. A thermodynamics performance test in Chemistry and the Webquest software program served as the study's two research tools. Data for the pre-test and post-test were collected at the start and conclusion of the study, respectively. The study revealed that students had a different impression of studying thermodynamics, in accordance with the research aims and findings. The students in the webQuest group claimed that using the webQuest package gave them a fresh perspective on how to comprehend the notion of thermodynamics, it is essential for the organizations in charge of teacher training colleges across the nation to promote the use of webQuest in instruction and training for teachers-in-training.

The influence of virtual professional learning networks on pre–service teachers’ professional learning and growth

This qualitative study focuses on pre–service teachers’ engagement in virtual professional learning networks and perceptions of how their virtual professional learning network participation influences their professional learning and growth. Online survey and group interview data were collected from the participants (n=41) and analysed thematically. The analysis showed evidence that pre–service teachers were successful in engaging in virtual professional learning networks in diverse ways via utilising multiple social media spaces and establishing various online connections. In addition, findings revealed that participants’ virtual professional learning network engagement supported their professional learning and growth in multiple ways. Respondents stated acquiring new pedagogical and digital knowledge and skills, and forming both their current and future teacher identities. They also appeared to reflect upon and transform their perceptions and beliefs about teaching and learning as a result of their virtual professional learning network participation. Moreover, their virtual professional learning networks were identified as increasing their sense of security via offering them a more comforting, secured and supportive social space.

From Candidate to Professional

This paper focuses on the perceived preparedness of pre service teachers and their actual preparedness after teaching fulltime. Survey research was utilized to determine the preparedness and efficacy in the early years of teaching. This research will provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates. The paper concludes with suggestions that further studies can provide data to institutions so that they may discover what has proved useful to their graduates as well as improve training of future teacher candidates.

The Influence of Haiku Composition Tasks on the Development of Academic Writing Skills: A Qualitative Analysis

The inclusion of literary texts, particularly poetry, is not a common practice in the language classroom. However, the available empirical evidence, albeit relatively scarce, does suggest that poetry, when correctly employed, is likely to be beneficial for second and foreign language learners. This teaching material has been used to teach and develop areas such as vocabulary acquisition, grammar practice, and even motivation as well as the four macro-skills in language, namely listening, speaking, reading, and writing. The use of poetry in language instruction emphasizes the predominant role of learners in authentic literary production. As such, this research paper focuses on the qualitative aspect of a mixed-methods study about the effects of haiku composition tasks on the development of academic writing skills. The participants of the study were 30 English as a foreign language (EFL) pre service teachers. As part of the data collection process, the participating students were asked to write short argumentative essays at the beginning and at the end of a six-week intervention that promoted the composition of haiku. After the intervention, an open-ended questionnaire was administered to identify and describe the participants’ perceptions regarding how haiku composition influenced their academic writing skills. The results of the study show that the great majority of the participants agreed that haiku composition furthered the development of their academic writing skills and vocabulary acquisition. The findings of the study corroborate the existing experimental findings as to the value of poetry-based tasks for second and foreign language learning. Thus, we conclude that the inclusion of poetry in the language classroom ought to be promoted through activities that, while being personal and meaningful to the students, allow for the development of language proficiency.

Student’s Algebraic Thinking Ability in Solving Mathematical Problems Based Misconceptions

Mastering algebraic concepts and skills has been one of the demands in the Indonesian curriculum for the past few decades. Teaching algebraic concepts and skills is one of the materials taught from the junior high school to university level. Therefore, it is mandatory for pre service mathematics teacher students to master and even fluently use algebraic concepts in order to develop students' algebraic thinking skills. Thus, this study aims to understand and obtain a description of students' algebraic thinking abilities and misconceptions in solving problems. This research using descriptive qualitative. Analysis was conducted using tests and in-depth interviews with students who had taken linear algebra courses in semester 3 of the Mathematics Education Study Program at private university in NTT. Student’s algebraic thinking skills in solving problems were analyzed using Kieran's (2004) indicators consisting of: generational activities, transformational activities, and global meta-level activities. The results of the research show that…. In generational activities, students in the low, medium, and high categories have misconceptions. In transformational activities and global meta-level activities, misconceptions are only carried out by low category students.

An Analytical Study of Issues Related to Practice Teaching, in B.ed. Program of Karnataka State

ABSTRACT Education is instrumental in the preparation of teachers who can in their practice ensure transformative learning, where teacher and learner, learner and learner are co-constructors of knowledge.The pre service teacher education has the responsibility of preparing competent teacher. Thus the pre-service teacher education needs the attention of educational experts as well as policy makers. This study is carried out to explore issues related to practice teaching, in B.Ed. programme of Karnataka State. Descriptive survey method was used as the design of the study.The population of the study consists of all the B.Ed. Colleges from eleven universities of Karnataka State. Proportionate random sampling technique was used to select the sample. Inventory for identification of issues and problems of practice teaching for data collection was developed by the researcher. Statistical technique used for data analysis is percentage analysis. The findings of the study were as follows that 57% of teacher educators have experienced that govt. schools always give permission for practice teaching, 40% of teacher educators have opined that grant in aid schools always permit for practice teaching and 15% of teacher educators have felt that govt.schools never permit for practice teaching. Incidents of demanding financial favours/gifts for giving permission to practice teaching is highest among unaided schools (74%) compared to grant in aid schools (15%) and least among govt. schools (4%) and furthermore the other findings are discussed in the paper.

Pre service teachers’ engagement with stem-based hands-on activities in online chemistry laboratory courses

ABSTRACT This paper examines the findings obtained in a chemistry laboratory course provided through online hands-on activities during the pandemic. Case study design, one of the qualitative research methods, was used. The data collection period was 8 weeks. The study was carried out with 16 third-year pre-service science teachers within the scope of a chemistry laboratory course. Participants formed eight groups. Each week, a group performed an experiment using materials they could acquire at home and created video demonstrations, explanations, and reports of these experiments. Expert evaluations, self-assessments, and peer-review forms were used in the analysis. The results were evaluated at the end of the 8th week and revealed that STEM-supported hands-on activities positively affected pre-service teachers’ chemistry learning and provided an enjoyable learning environment. Moreover, it could be an efficient learning tool in distance education and can be used in the professional life of pre-service teachers.

Descriptive of Pre Service English as a Foreign Language (EFL) Teachers’ Motivation to Become Teachers in Turkey

Purpose of the study: To describe the motivation of Pre Service English as a Foreign Language (EFL) Teachers to Become Teachers in Turkey, to determine the effect of gender on the motivation of pre-service EFL teachers to become teachers and to find out the influence of the community on a pre-service EFL teacher's decision to become a teacher
 Methodology: This study was conducted according to a mixed research method. The researcher analyzed the Quantitative data with the SPSS program (Statistical Package for the Social Sciences). In the SPSS program, the researcher created three tables, which are the answer to research questions. The researcher analyzed qualitative data by Computer-assisted qualitative data analysis software (CAQDAS) Quirkos
 Main Findings: Participants were very excited to become English teachers because they were going to become English teachers; furthermore, during the interview, all participants stated that society influenced their choice of profession. In addition, according to the quantitative data, it appears that the participants were motivated by 9 factors to choose teaching English as a career choice.
 Novelty/Originality of this study: This study was conducted in one of the state universities in Turkey participant number was limited for this study. Also, this study was conducted in a short time. Due to the limitations, this study’s findings and conclusions can’t be generalized. More detailed and long-lasting studies should be carried out to understand the motivations of pre-service EFL teachers to become teachers.

Global Citizenship Education in Pre-Service Teacher Education: Status and Implementation

The National Education Policy 2020 champions the cause of Global Citizenship Education at all stages of education. This will naturally entail a big shift in the curriculum so as to include the development of cognitive, behavioural and social-emotional domains of future global citizens .This education shall include the development of attitudes, values and skill sets that prevail upon in developing societies that are peaceful, tolerant and inclusive. In order to evolve as global citizens, students at the tertiary stage of education firstly need to be empowered in understanding the need and relevance of multicultural education which teaches them to respect diversity and inclusion. Secondly the learners need to be equipped as ambassadors of protection of human rights who uphold the values of social justice, equality and equity in all walks of life. This in turn shall go a long way in ensuring their civic participation. Thirdly it is important that as responsible and responsive citizens they contribute to economic development too .This would mean mastering the twenty first century skills including developing an entrepreneurial mindset. For societies to be tolerant and peaceful it is a pre-requisite to manage resources judiciously .GCED therefore shall also include a discourse on environmental conservation and sustainable development in order to sensitise students towards the need for environmental protection. In order to reflect on the modalities of implementation of the mandate of integrating GCED in the higher education curriculum this paper examines the different subjects and pedagogical strategies that may be adopted at the under graduate and post graduate level of pre service teacher education programmes in India. The focus of implementation this paper examined is keeping in mind the development of future teachers, teacher educators, curriculum developers, policy planners and administrators in the field of education who are well equipped as global citizens.

Standard for 21<SUP>ST </SUP>Century Teachers in Exploring from Pre Service (Caterpillar) Stage to in Service Stage (Butterfly) in Education Field

The need for an ideal teacher in this present age is crucial and of utmost importance. Teaching is one of the most lucrative jobs in the world, because education is the bedrock of other occupations. The functions and significance of teachers cannot be estimated in this present age. Teachers are paramount and influential agents in the global world today; The different stages of teaching has to be implemented with every form of seriousness, because of the changing world we are living in, of which the education sector is not left out. Certain stages and practices is expected of an ideal teacher, there has to be a developments age which will migrate the teacher from the pre-service (caterpillar stage) to in service (butterfly stages), to that effect the student teachers in education field should be taught right from their early stage before they graduate from the school system. Every potential teacher should have gone through these stages of development in education to become an n-service teacher, there are also prescribed standards expected to be followed and skills to be acquired and this paper gives the need for student teaching practice to be looked into, more emphasized and highly recommendable for all aspiring teachers and those who have flair for teaching.

Innovation of a Model of Field Experience Practice-Based Lesson Study (THLS) to Enhance Pre-Service Science Teacher Research Skills

Teacher Training Institutions (LPTK) have emerged as an area for attention in arranging professional teacher candidates and possess high competitiveness for achieving the Sustainable Development Goals (SDGs) 2030. In this regard, teacher candidates will conduct Field Experience Practice (PPL) to implement theoretical understanding with practical experience to strengthen competences. This study was carried out to analyze the validity, practicality, and effectiveness of the Triple Helix model-Based Lesson Study (THLS) of PPL. Research subjects consisted of lecturers, teachers, students, and PPL managers at the university. This study conducted through the Plomp development model, the research instrument included a questionnaire, test, and observation sheet. Data were analyzed using the miles-huberman analysis model. The results showed that the level of validity and practicality of PPL model is considered very good with the percentage 92%. The model is effective showed there is a difference in the research skills between pre service science teacher who followed the THLS PPL model and the common PPL model. The THLS PPL model is considered suitable for technical use to enhance the research skills of prospective teachers.