The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi— Scandinavia and Kola Peninsula, Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling method, preservice teachers collected language data from Sámi children in kindergartens and schools. The study sought to understand the experiences of five participative preservice teachers during the data collection process, as recorded in their diaries. This study proposes a method to indigenize research courses within Indigenous teacher education programmes at tertiary education levels. Research in higher education practices within Indigenous institutions contributes to the advancement of Indigenous higher education and provides critical insights into diverse methods, goals, and contexts of conducting research in higher education settings.

Since the early 1990s, professional learning communities (PLCs) have been widely recognized as an effective, extensively researched approach to professional development, school improvement, and student learning enhancement as well as leadership development within educational settings. Nevertheless, there remains a scarcity of research concerning the impact of this approach to professional development within the context of initial teacher education. The present study is one of the first to systematically examine the possibilities and potential of PLCs for student teachers in their practical pedagogical studies (internship). In particular, the study examines whether Student-Teacher PLCs (ST-PLCs) can be implemented in pre-teacher education and the perceptions of student teachers concerning their participation and professional learning within an ST-PLC. A total of 56 students from the University of Education Vorarlberg (Austria), the University of Málaga (Spain), and the European University Cyprus participated in the study, responding to an online questionnaire and engaging in focus-group interviews. The data collected indicated that ST-PLCs serve as a robust strategy for collaborative learning and the development of professional competencies. An analysis of the qualitative data showed that ST-PLCs are spaces where the reflection and analysis of teaching-related topics are stimulated, supported, shared, encouraged, and enhanced.

The purpose of this study was conducted to reveal the perceptions of early childhood education (ECE) teachers towards neuroscience myths. This research uses descriptive qualitative research, namely by using survey research methods. In qualitative research the most important feature comes from natural / real qualitative methods at the interview stage with the help of Google from in the form of questionnaires distributed via WhatsApp social media and observed the results of the respondents. The population in this study were PAUD teachers in the Lombok and Bali regions. With a large sample of 102 PAUD teachers, 51 people from the Lombok region and 51 people from the Bali region. The results showed that teachers' belief in neuromyths is very high, and there are 5 statements of fact that have been understood but the level of understanding cannot be detected. In addition, teachers still have difficulty distinguishing between myths and facts about neuroscience. For this reason, the researcher suggests improving science-based programs by working with teachers and neuroscientists. Teachers will benefit from more accurate brain knowledge and include introductory neuroscience materials in pre-teacher education.

ABSTRACT This article presents an argument that although teacher education programs may aim to prepare teachers to be antiracist agents of change, they often fall short of doing so and that investigations of why can provide essential insights for teacher education. The authors use the critique of liberalism tenet of critical race theory to analyze three teacher candidates’ experiences learning to teach across three different types of teacher preparation programs and discuss the implications for preparing teachers to be antiracist agents of change. The authors then propose guiding principles for developing teacher candidates’ antiracist stance on teaching by situating race and justice in relation to the task of teaching, offering sufficient opportunities to learn about schools and communities as socio-historical and cultural settings, and leveraging pre-teacher education identities for antiracist teaching.

현직교사의 예비교사 교수 경험에 관한 셀프 연구

Objectives This study is to explore the experiences of two early childhood teachers on the use of video media in remote classes in the COVID-19 situation. Methods For this study, two teachers of J kindergarten were targeted. Data were collected through in-depth interviews from December 28, 2020 to June 1, 2021. Data analysis was conducted as an inductive analysis method in which meaningful parts were divided in order to derive meanings from the original data, the keywords were created, and the research axis was formed by nomadizing them. Results As a result the study, early childhood teachers did 1) Utilizing the contents of ‘play-on’, 2) providing the same learning experience with video media, 3) providing video to guide simple activities, 4) creating video content that stimulates immersion and curiosity, 5) providing videos that enable discussion and thinking to conduct remote classes. Through the remote classes experience in the COVID-19 situation, early childhood teachers requested the need for pre-teacher education; 1) developing video content production skills, 2) developing remote learning skills through simulated instruction, 3) developing early childhood-led distance learning research capabilities, and 4) developing flexible coping skills to solve problems. Conclusions This study suggests the direction of pre-service teacher education to prepare for crisis situations by exploring early childhood education in crisis situations.

Online learning has been widely applied at various levels of education, including lectures for prospective teachers of elementary school students in Indonesia. However, student activity in learning is still an obstacle in this study. This study describes student activity in online discussions. The discussion was conducted three times with different topics. The activity can be examined from the students' posts during the three discussions. The three aspects of the activeness were the number of posts in each discussion, participation in the three discussion topics, and the number of words in each post. These results were analyzed descriptively to see the trend of active discussion. The findings of this study show the role of lecturers in providing appreciation and feedback. The role of friends in reinforcing other friends' opinions determines the increase in activity in discussions. Social presence, self-esteem engagement, and social learning are essential issues in increasing this activity.

<p class="p1">Cooperative problem-based learning (CPBL) has been introduced in engineering education as an effective technique for developing students' professional skills. Moreover, the method is essential for engaging students in learning and developing 21st century skills. However, students are usually "shocked" by such inquiry learning because they face sudden changes in the learning environment. In addition, its implementation in online learning is another challenge. Therefore, this study aims to identify students' perceptions of online CPBL performance in vocational pre-teacher education institutions. A self-reporting questionnaire was designed focusing on 21st century skills and distributed to 71 students after the end of the semester. Quantitatively, the instrument of the survey data was analysed using SPSS software. Quantitative data were analysed using descriptive statistics. The results show that online CPBL improved students’ collaboration, communication, and problem-solving skills. In general, they agreed that online CPBL improved the development of 21st century skills.However, the students faced some difficulties during the online discussion session due to internet connection problems and team member involvement. Details of the items are also discussed.</p>

PurposeThis study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).Design/methodology/approachUsing grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.FindingsThe seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.Research limitations/implicationsThe research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.Practical implicationsIn reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment.Social implicationsThe authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives.Originality/valueAs the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

This article addresses reflections of one University instructor’s teaching and her pre-teacher education students’ innovative digital learning practices during the Covid-19 pandemic in Spring 2020. The question of How has one instructor embedded digital practices in her virtual teaching to engage and purposefully introduce and connect pre-teacher education students with diverse technologies and multimodalities of learning during a mandatory virtual instruction time? will be addressed and discussed. Student-centered practices such as group work, pair work, the use of Zoom breakout rooms, and multimodal literary responses through technology applications such as Flipgrid and Google Docs will be described and reflected upon. The instructor’s own teaching practices that have included weekly mentoring meetings with her education students and continuing individual coffee meetings in diverse settings will be highlighted as ways of demonstrating care and encouragement toward face-to-face students who have been transitioned as online students. The reflections outlined in this abstract draw upon the notion of technologies as providers of active interactions and will include snapshots of an instructors’ students’ digital artifacts such as Flipgrid, video-recorded monologues, and Google Doc news stories with students reflecting on the uses of multimodal technologies in their own future teaching practices. This manuscript will also include student reflections and a sidebar of suggestions for using Zoom with virtual teaching.

융합 교육 이론에 관한 연구들은 국내외에서 다수 나왔지만, 실제 교육현장에 적용하는 문제에 대해서 구체적으로 논의된 적은 많지 않다. 본고에서는 2015 개정 교육과정에 따른 문학 교과서를 대상으로 융합교육의 실현양상을 살펴본다. 이에 대한 분석과 함께 바람직한 창의융합 교육의 교수학습법에 대해 <대장금>을 대상으로 고민해 볼 것이다. 검토된 10종 교과서에서 창의융합 활동은 모두 하나 이상은 있었지만, 교과서마다 그 차이가 심하다. 이는 선택된 교과서에 따라 학생들이 접할 수 있는 창의융합 활동의 기회가 차이가 있음을 의미한다. 또한 융합의 정도도 다른데, 이 중에서 다학문적 융합교육에 해당하는 것이 22개, 간학문적 융합교육에 해당하는 것이 5개가 있다. 탈학문적 접근방법의 경우 한 개의 활동도 찾아볼 수 없다. 그렇다면 현재 교과서에서 탈학문적 접근의 융합 수업은 어떤 방식으로 실현되어야 할 것인가? 탈학문적 접근 방법은 계획과정에서 특정 학문으로부터 시작하기보다는 오히려 실생활 맥락에서 시작하기 때문에 다른 접근 방법과는 다르다. 본 연구에서는 ‘창의적 사고’를 실생활에서 어떻게 실천할 것인가라는 문제를 탈학문적 융합 수업의 주제로 보았다. 문제 중심의 프로젝트 기반 수업을 고안하고자 텔레비전 드라마 <대장금>의 주인공 장금이 지닌 총명함을 인공지능의 구동수단인 추상화 관점에서 검토한다. 기존 음식 조리법과 의학적 지식을 새로운 음식 조리법과 의학적 지식으로 재공식화하는 데에 사용되는 장금의 추상화 능력은 AI의 인지적 능력에 견줄 수 있다. 그러나 장금의 창의성이 열정이라는 인성의 한 요소에 의해 뒷받침되고 있다는 점은 인간과 AI의 차이점을 보여준다. 따라서 <대장금>의 문학적 스토리텔링과 인공 지능에 관한 과학적 담론을 가로질러 인간의 창의성이란 무엇인가라는 질문을 탐구함으로써, 창의성의 문제에 관한 새로운 이해가 형성되고, 학습자들 간에 시너지 효과가 형성될 수 있다. 문학과 과학의 학문적 파편화를 넘어, 교실 내에서 배우는 지식이 사회 속에서도 소용될 수 있는 구체적인 실천방안은 이러한 탈학문적 융합 수업에 의해 제안된다. ‘창의융합 교육’이 실제 교과서에서나 수업에서 활발하게 구현되기 어려운 면이 있지만, 본고에서 보았듯이 교사가 교육내용을 깊이 있게 이해하고 학생들의 활동을 잘 이끌어간다면, 현 교육과정 안에서도 충분히 가능하다. 교사가 4차 산업혁명시대를 이끌어갈 인재 양성을 주도할 역량을 키우기 위해서는, 이론적 지식 뿐 아니라 학생들의 활동을 잘 끌어낼 수 있는 교사의 실천적 지식(practical knowledge) 함양의 중요함을 새삼 알 수 있다. 이는 교원양성기관의 예비교사교육 또는 교사 재교육을 통해 어느 정도 성과를 거둘 수 있을 것이다.While most scholars know about the theories of convergence education, efforts are underway to address their application to educational sites. This paper examines how a literary textbook currently establishes convergence education. We present the learning model of a more desirous, creative convergence education with this examination, based on the analysis of TV series Dae Jang Geum: Jewel in the palace. The ten textbooks examined in this paper has more than one creative convergence learning activities. However, the sum of activities in each textbook is extremely different. This difference means that students do not get equal opportunities to approach these activities. Moreover, the degree of convergence is different. In this regard, there are twenty-two multidisciplinary and five interdisciplinary convergent activities in the textbooks. However, there are not any on transdisciplinarity. Now, the challenge is to identify transdisciplinary convergence education in the present textbook. The transdisciplinarity originates from not a certain discipline but real-life problems, thus marking the feature of it. This paper focuses on ‘creative thinking’ as one of the problems for addressing a transdisciplinary object. Students can develop creative thinking with the project-based learning about investigating the intelligence of the drama protagonist, Jang Geum, in light of the abstraction in the operating system of Artificial Intelligence. Jang Geum’s abstraction capability to reformulate the conventional cooking recipes and medical knowledge into new ones is similar to the cognitive ability of AI. Nonetheless, the difference between humankind and AI lies in Jang Geum’s passion, as her personality supports her creativity. Thus, the exploration of creativity that traverses the literary storytelling and the scientific discourse can produce a new appraisal of the problematic concept of creativity, allowing students to do an experience of synergic learning effects among them. As a result, beyond the fragmentation of each discipline, the transdisciplinary convergence education suggests that the knowledge students learn in school can be applicable to real life. Although ‘creative convergence education’ is difficult to be actively incorporated in textbooks or school, it will be possible in the present curriculum, if teachers deeply understand educational contents and skillfully lead students’ activity in the classroom. Therefore, we can realize that it is important for teachers to grow their practical knowledge to be able to help student s activity as well as increase theoretical knowledge. This way, students can enhance their capability and be able to lead the fourth industrial revolution age. This practical knowledge can be achievable by restructuring the pre-teacher education or retraining incumbent teachers in the teacher education institute.

It is known that direct instruction is effective for acquisition of facts, rules, and action sequences, and indirect instruction is effective to foster thinking abilities, like concept, pattern, and abstractions. The purpose of this study was to examine the knowledge and its application of teachers on the classifications of learning outcomes, use of direct and indirect instruction in elementary teachers, and relationships between teachers

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.

The purpose of this study is to know how pre-service teachers perceive the concept and add a meaning to ADHD through metaphor analysis. For this purpose, 208 pre-service early childhood teachers who were the students of university in Gyeongnam area were selected as target objects, and data were collected from September 14-30, 2015. The data were both categorized and quantified based on the systematic metaphor analysis. As a result, nine categories of “ADHD” were classified: 1) distractibility, 2) impulsivity, 3) hyperactivity, 4) antisociality, 5) personal support, 6) social support, 7) creativity, 8) diversification, and 9) concentration. In summary, first pre-service teachers focused on behavioral characters of the children with ADHD. Second, they recognized about children with ADHD negatively. Lastly, they put a emphasis on personal and social support. Thus, they have to aim for pre-teacher education based on alternative perspective and approach that can be considered the children's strength and complemented their Received (January 20, 2016), Review Result (February 3, 2016) Accepted (February 12, 2016), Published (March 31, 2016) 51767 Dept. Early Childhood Education, Kyungnam Univ., 7 Kyungnamdaehak-ro, Masanhappo-gu, Changwon-Si, Gyeongsangnam-do, Korea email: sena49@Kyungnam.ac.kr (Corresponding Author) 51352 Dept. Early Childhood Education, Changshin Univ., 262 Paryong-ro, Masanhoewon-gu, Changwon-Si, Gyeongsangnam-do, Korea email: kangyu8@hanmail.net Perceptions of pre-service Early Childhood Teachers on ADHD through Metaphor Analysis Copyright c 2016 HSST 334 negative behaviors.

While the undisputed goal of student achievement pursuant to the field of education In a world where education matters more than it ever has before, ... (Darling- Hammond, 2006, p. 4) exists, there is also growing empirical evidence that the quality of teacher preparation and certification plays a determining role in attaining this goal (Darling-Hammond, 2000a, 2000b, 2006; Yildirim, 2013). As a result, the field of teacher education faces the problem of explaining how teachers learn to teach, which the related literature has argued to be possible through reflection (Richards, 2008). Reflection as a practice is a highly valued component of pre-service teacher training (Akcan, 2010; Betil-Eroz, 2013; Hamiloglu, 2014; Seferoglu, 2006) as it stimulates the growth and development of teachers as professionals (Loughran, 2002).School-based practicum, another important aspect acknowledged to be highly influential in the initial education of teachers (Hascher, Cocard, & Moser, 2004), lies at the heart of pre-service teachers' knowledge construction and professional development (Tang, 2004), and growing consensus exists on the necessity of a reflective practice for pre-service teachers in practicum settings. With the help of observing real teaching/learning contexts and carrying out tasks under the supervision of university lecturers and cooperating teachers, pre-service teachers can develop their own teaching knowledge and skills and reflect on their beliefs (Tarman, 2012); this supports their cognitive learning and development (Cheng, Cheng, & Tang, 2010). Practicum is recognized as a learning arena where pre-service teachers maximize their opportunity to bridge theory with practice.Regarding the importance of reflection incorporated into practicum during preservice teachers' professional development, Hamiloglu (2013) aimed to investigate whether pre-service teachers' professional identities during their practicum were influenced more effectively when they could reflect. Data was collected through reflective journals, interviews, and stimulated recall sessions. The results showed that participants had become more aware of the transformation of their emerging identities from being imagined to practice. She interpreted this finding to suggest that practicum plays a prominent role as long as it has a critical reflective nature.Prior to practicum, pre-service teachers also have a chance to gain some practical experience through microteaching simulations during their university courses. Microteaching, which dates back to the 60s, has been criticized for concealing the characteristics of the technicist view of teaching in its nature since learning to teach is conceptualized as acquiring, practicing, and reinforcing a discrete set of behaviors. However, it is important to note that it is particularly valued by pre-service teachers (Farrell, 2008; Seferoglu, 2006) in terms of the positive impact it is argued to have on growth in the teaching profession. After rejecting the technicist view of teaching, microteaching simulations retained a position in teacher education by undergoing some modifications that provided room for systematic reflection to be incorporated into microteaching (Johnson & Arshavskaya, 2011). The practices that accompany self-examination have made it especially feasible in larger contexts which include social and institutional agents (Farrell, 2008).One powerful tool that has been used to facilitate reflection in pre-teacher education is video recording (LeFevre, 2004). This enables pre-service teachers to capture the complex nature of the teaching practice that occurs in a classroom. Furthermore, it allows a number of different possibilities, such as performing detailed analyses of one's own teaching practices for professional development, catching things that might not have been noticed from the first viewing, and having increased self-awareness. The use of video within pre-service teacher education has been incorporated into the practicum lessons delivered at cooperative schools (Akcan, 2010; Kuter, Altinay Gazi, & Altinay Aksal, 2012; Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008; Siry & Martin, 2014) and some micro-lessons delivered at university-based methodology courses (Savas, 2012). …

Dr. Ashley Tan leads the Centre for e-Learning at Singapore's National Institute of Education, which is the only institute in the country responsible for preteacher education. In this interview, Dr. Tan discusses the movement of instructors away from the institutional LMS toward open social platforms.

This study evaluated the effectiveness of flexible learning options at a university serving multiple geographic areas (including remote and rural areas) and age groups by teaching an introduction to special education course to three large groups of pre-teacher education majors using three modes of instruction. The university offered sections as (a) a traditional large lecture class, (b) a fully online asynchronous course, and (c) a hybrid course with lecture and asynchronous online instruction. Data analysis centered on course performance, perceptions of instructional effectiveness, and perceptions of preparedness for future role as teachers of students with special needs. The researchers noted no statistically significant differences in students’ perceptions of instructional effectiveness; however, the presumed attractiveness of the flexibility of online instruction did not appear to extend to traditional undergraduates who required more support in developing personal responsibility and organizational strategies. Results also indicated that face-to-face interactions with instructors positively impacted perceptions of preparedness for teaching.