Elementary Teacher Preparation Research Articles

Exploring a practice‐based approach to elementary preservice science teacher preparation

AbstractThe science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.

Methods and ways of preparing educational research activities for future elementary school teachers based on renewed education

Relevance. The article addresses the importance of research on modern education in the professional preparation of future elementary school teachers. The research relevance is determined by the fact that modern teachers have difficulties in stimulating attention and approaches to learning of elementary school children. In this regard, students in higher educational institutions of the Republic of Kazakhstan are in continuous search of new methods, techniques, and forms of organizing educational research activities based on updated education.Purpose. The research aims to study the methods and forms of research activity training for future elementary school teachers based on renewed education in Kazakhstan.Methodology. The methodological basis of the research consisted of general theoretical methods of scientific knowledge: analysis and synthesis, abstraction and idealization, and modeling.Results. The research results concluded that all modern elementary school teachers participate in pedagogical experiments in the modern education system, in all innovative processes, develop new educational programs and implement new educational technologies that require research skills based on renewed education. The issues discussed relate to the importance of curricula and experiments as well as the approach that students (future elementary school teachers) use in research activities.Conclusions. All of the studies reviewed included issues of professional development for future teachers over a long period, throughout their higher education. It should be noted that the entire education of elementary school teachers, as found in the study, includes the impact of a broader context, while all studies consider the impact of the same educational standard. All the activities described in the research contributed to the development of approaches to teaching science that were consistent with the current research literature. The practical significance of the research lies in the results that can be used as an instructional and practical material for students and researchers involved in school education and early childhood education.

Latine preschool and elementary teachers’ knowledge and practice in the use of technology: A study in the Southern border of the United States

ABSTRACT In response to developing technology standards and innovative technology applications, it is important to measure the knowledge of education standards and practice of teachers. This study includes 226 prekindergarten to fifth grade Latine teachers employed in a Latineserving school district in a United States/Mexico border community. Survey data and factor analysis provide empirical evidence of technology use and teacher knowledge of technology standards and American Academy of Pediatrics recommendations. Regression analysis shows knowledge of technology applications is highest among teachers with 6–10 years of experience. Teacher practices of technology applications are likely to be implemented by teachers with a master’s degree compared to those with a bachelor’s degree. Implications and future research opportunities aim to improve technology integration in early childhood and elementary education teacher preparation contexts.

Designing technology-enhanced science experiments in elementary teacher preparation: the role of learning communities

ABSTRACT Background Learning communities is a collaborative framework that can assist the adoption of the educational innovation of digital technologies, through reflective discourse and student-centred pedagogy. Purpose Framed within this framework, the study aimed to examine: a) the nature of elementary preservice teachers’ interactions, collaboration, and discussion during the learning community meetings concerning the design of science experiments with the use of digital technologies, and, b) the ways (if any) did the collaborative learning communities framework support preservice elementary teachers in developing digital technology-integrated science experiments. Sample The participants of the study were 12 preservice elementary teachers. Design and Methods The study took place during a university training course and data were collected over a period of six months. As part of this course, the participants engaged in the following: lectures and practicals about the use of digital technologies in science education and a series of collaborative tasks in which the participants, as a learning community, had to design science curriculum materials with the use of digital technologies. The data analysis included: a) mixed methods analysis of the learning community discussions regarding the content and nature of the discussion and b) network analysis of the design influences regarding the developed teaching material. Results The findings showed that the participants made extensive use of participatory and on-task discussions in the learning community and benefited greatly from the collaborative framework, especially through peer interactions and negotiations. Conclusions Findings speak to the importance of collaborative and dialogical environments, such as learning communities in designing technology-enhanced science teaching material.

From Little Seeds Grow Mighty Trees: Transforming Teacher Preparation Literacy Methods’ Courses during the 2020 Pandemic

ABSTRACT This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the Covid-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these lessons guided the redesign and delivery of assignments and activities for required literacy courses in the early childhood and elementary teacher preparation programs. Faculty recognized the great need for resources, both external and internal, in order for them to grow and mature as they entered into the virtual teaching environment.

The effects of an early childhood-elementary teacher preparation program in STEM on pre-service teachers

The increasing interest in early and elementary STEM education comes with a need to increase training and support for teachers of children in the early grades. Early and elementary pre-service teacher preparation in science, math, and integrated STEM can play a critical role in enhancing teachers’ self-efficacy and pedagogical content knowledge in these areas. However, few quantitative research studies have been published on this topic, especially involving early childhood and elementary programs. Because few STEM courses are typically offered in these programs, we need courses and experiences that can be transformational. This study evaluates the short- and long-term impacts on pre-service teachers who participated in our STEM Collaboration approach (n=164), which was created to meet this goal through an innovative early childhood and elementary collaboration. Analyses of mixed methods data collected from surveys, tests, open-ended feedback, and a focus group revealed immediate, long-term, and positive impacts on science, math, and integrated STEM self-efficacy and pedagogical content knowledge. Participation in STEM education experiences in pre-service programs that include innovations such as collaboration across colleges and professionalization opportunities made a difference, and one that persisted.

Using Field Trips to Create Relevant Social Justice Informed Mathematics Lessons in an Elementary Teacher Education Program: An Action Research Study

ABSTRACT Teaching mathematics for social justice is a rich research area in which field trips have been under examined. The paucity of literature on math-based field trips for social justice, specifically, warrants further investigation. This action research study aims to improve our practice of empowering elementary preservice teachers to design math-based field trips to enhance student awareness of social justice issues. Two research questions (RQ) guided this project: (RQ1) How can teacher educators inspire social change within math education via the preparation of future elementary teachers using math-based field trips? (RQ2) What are preservice teachers’ perceptions of designing socially just math lessons using fieldtrips? We provide an overview of previous literature, describe the project we designed, and provide an analysis of preservice teachers’ experiences and perceptions of this project. Thematic analysis of student journals and final assignments generated eight overarching themes and three subordinate themes organized by three phases. Organization by phases indicates a structural approach that teacher educators may use when introducing a similar activity. Further analysis revealed elementary preservice teachers emphasized the beneficial challenge of this assignment, suggesting that math-based social justice field trips are important additions to teacher education programs. Finally, we discuss what we learned from this study as teacher educators and researchers and provide recommendations to the field of teacher education.

Mathematics, mindsets, and what it means to be do-ers of math

ABSTRACT In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as ‘do-ers’ of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement ‘I am good at math’. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

Elementary preservice teacher preparation to teach mathematics and science in an integrated STEM framework

A mixed-methods research design with a sequential, explanatory approach was used to investigate the extent to which successful completion of integrated mathematics and science methods of instruction courses related to elementary preservice teachers’ attitudes toward and confidence in teaching integrated STEM lessons. Participants (n = 24) were enrolled in their final two semesters of a teacher preparation program at a four-year public university leading to dual certification in elementary (K-6) and special education. Quantitative data were collected using the STEM Attitudes Questionnaire and the STEM Confidence Questionnaire and administered as a pre, post, and delayed post measure. Qualitative data were obtained from focus group participants and open-ended questions added to the delayed post-measures. Results indicated an overall positive change in attitudes and confidence over the 11-month period but no statistically significant difference in the participants’ attitudes toward or confidence in teaching integrated STEM lessons. Important implications for the numerous stakeholders of STEM education are presented.

ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

SYSTEM OF CONTINUOUS TRAINING OF ELEMENTARY SCHOOL TEACHERS TO WORK WITH THE GIFTED STUDENTS: EXPERIMENTAL RESEARCH

The study investigates the preparation of elementary school teachers for working with gifted students, and the process of its formation in the system of continuous pedagogical education. The methodological, theoretical and methodological principles of the study are presented. The study theoretically substantiated the main principles of the elementary school teachers’ preparation to work with gifted students. Core components are demonstrated to be motivational, cognitive, activity, reflexive and personal. The author’s scientific-methodical system of forming readiness elementary school teachers to work with gifted students in the conditions of continuous pedagogical education are presented The stages of its realization are determined and the effectiveness of implementation of the said system is experimentally proved. The criteria, indicators and levels of preparedness of elementary school teachers to work with gifted students are clarified.

Gender Discrepancies in Online English Learning in Vietnam Amidst the COVID-19 Pandemic

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

Reimagining an elementary teacher education preparation program: Striving for integrated teaching

Despite elementary teacher education programs preparing preservice teachers in the main content areas of literacy, math, science, and social studies, few elementary school classrooms teach all four content areas on a regular and thorough basis. Therefore, elementary education teacher preparation programs should be redesigned to support an integrated teaching model of all four content areas in order to better prepare preservice teachers (PST) to serve elementary students. The main research question for this study was "How does a collaborative and integrated elementary education program impact PSTs’ knowledge and understanding of an integrated K-6 elementary classroom?" The sample included 12 preservice education students at a Midwest, private liberal arts university. The study occurred over three semesters in a newly developed integrated elementary education program. Data tools collected included: field experience lesson plans, preservice classroom observations, a survey of experiences, video-recorded lessons, and the edTPA. When looking at the different types of integration, the most common was interdisciplinary teaching where one content area supported the work of another. The lack of integration may be due to limited or no tools available to support preservice teachers to teach in this fashion. To answer the research question, it was found that the PSTs graduated from the preservice program and entered their own classrooms with a vague understanding of integrated teaching. Although our program was integrated in the delivery of content and field experience, the transparency was not revealed to the PSTs during their methods classes and field work.

Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

Examining STEM Teaching at the Intersection of Informal and Formal Spaces: Exploring Science Pre-service Elementary Teacher Preparation

ABSTRACT There is a growing emphasis on Science, Technology, Engineering, and Mathematics (STEM) education focused learning spaces vis-à-vis science education in the US public schools. These STEM learning spaces mostly take place in informal learning spaces such as STEM makerspace, coding academies, and STEM camps. With this emphasis, teachers teaching science in elementary grades may find themselves being asked to teach in STEM focused learning spaces that lay outside of their areas of expertise in science teaching to teach STEM concepts and skills (e.g., computational thinking, 3-D Modeling, TinkerCAD). This problem is further compounded by the fact that many informal spaces (e.g., STEM makerspaces) are now being integrated into formal school structures and schedules. This paper shares findings by examining the preparation of elementary pre-service teachers for teaching in one informal space—a STEM makerspace. We used an exploratory qualitative design method and share results that indicate including preparation in informal STEM teaching may be beneficial in one elementary teacher preparation program.

Areas of modernization of preparation of future elementary school teachers in the countries of the European community

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

High-Stakes Assessment in an Elementary Teacher Preparation Program: A Case Study of Multiple Stakeholders

ABSTRACT In response to increased accountability demands placed on teacher preparation programs across the US, some programs are using standardized teacher performance assessments, such as edTPA. A recent mandate for this study’s elementary teacher preparation program is teacher candidates’ successful completion of edTPA for teacher certification. A case study design explored the experiences and views of multiple stakeholders (instructors, supervisors, administrators, teacher candidates, and cooperating teachers, N = 60) as they engaged in edTPA. Data were collected via two surveys and individual interviews. The effects of edTPA were visible across the data in a variety of ways, as stakeholders found the assessment overwhelming, often taking precedence because of its high-stakes nature. Changes were questioned, as this program was already held in high regard and produced high-quality teachers prepared for urban school contexts. Analysis of the interview data revealed three themes: Assets of edTPA, edTPA-produced Changes, and Not a Fair Measure.

Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy

ABSTRACT Background Teacher self-efficacy beliefs are known to be a predictor of future teaching practices and are related to teacher effectiveness and student learning. Science teaching self-efficacy beliefs are especially important in elementary school teacher preparation where candidates are traditionally less confident and interested in science. However, there is a lack of understanding as how to best structure science methods courses to allow candidates to become self-efficacious teachers of science. Purpose This study draws attention to a science methods course structure and the experiences within the course that developed candidates’ self-efficacy beliefs related to science teaching and learning. Sample Participants were 50 teacher candidates enrolled in a Masters of Art in Childhood Education degree at a large, private university in the Northeast United States. Design and methods A mixed-method triangulation design was employed to best capture the development of candidates’ self-efficacy related to science teaching and learning. Data sources included the Science Teaching Efficacy Beliefs Instrument-B, weekly self-ratings on confidence as a learner and teacher as a science, and weekly reflective journal entries. Results There was a significant increase in Personal Science Teaching Efficacy, Science Teaching Outcome Expectancy, and self-rating of confidence as teacher of science and as a learner of science. Qualitative data analysis identified similar transformations in candidates’ science teaching self-efficacy. Conclusion These findings provides evidence-based guidance for designing science methods courses that address Bandura’s (1977) four sources of self-efficacy (emotional arousal, social persuasion, vicarious experience, and mastery experience) to allow for the development of candidates’ science teaching self-efficacy and further elucidates the dynamic nature of self-efficacy development. Specific recommendations for the design of science methods courses are provided.

Aesthetotherapeutic Ways of the Formation of the Worldview Culture in Future Primary School Teachers

The article deals with the problem of the formation of the worldview culture of the carriers of Good, Beauty and Truth, namely primary school teachers. According to the author, the elementary school teacher is the first professional person, who has an opportunity to provide the younger generation with the knowledge about the contemporary picture of the world, shaping their readiness for changes and effective solution of different life situations. The problem of forming the worldview culture of future educators has been the subject of researches conducted by a number of scholars in different scientific fields. Most educators defined this term as the content of the views and beliefs of an individual, his or her social attitudes and moral principles of behavior. In the article the role of innovative psychological-pedagogical and spiritual-therapeutic educational practice – aesthetotherapy, which allows opening a person’s interests and aspirations to ideals in their worldview value – has been actualized. The author covers the experience of aesthetotherapeutic preparation of future elementary school teachers in the context of forming a worldview culture. Such professional education is carried out in the form of working out a number of professionally-oriented games and exercises, in particular: art-technique (“Self-portrait”), phototherapeutic exercise (“Way of life” and “Working with polarities”), “Creating a fairy tale” technique, methods of derephlexia, etc.