Pre-service Elementary School Teachers Research Articles

“Don’t Call on Me!”: Mediating Preservice Elementary Teachers’ Mathematics Anxiety in a Problem-Based Classroom

This study aims to understand the ways in which problem-based teaching in a mathematics content course can alleviate pre-service elementary school teachers' mathematics anxiety. The significance of this work is to help increase the content and pedagogical knowledge of mathematics education, as outlined in STEM policies. Using a mixed method approach, the teachers-researchers explore what methods, procedures, and other perhaps unknown variables, helped pre-service elementary teachers decrease their mathematics anxiety during two mathematics content courses. The findings illuminate five major themes the authors discuss, which are illustrated by rich descriptions of students’ narratives and interviews. Given the importance of mathematics education, particularly the need for strengthening it at the childhood level, this work contributes to a growing body of research that can help future elementary education teachers become exemplary educators.

Eye Tracking Study on Illustration Involving Earth Observer In Seasonal Change Learning of Elementary School Pre-Service Teachers

Eye Tracking Study on Illustration Involving Earth Observer In Seasonal Change Learning of Elementary School Pre-Service Teachers

Developing Critical Thinking in Science for Pre-Service Elementary School Teachers

Developing Critical Thinking in Science for Pre-Service Elementary School Teachers

수업 시연 과정에서 나타난 초등 예비교사의 음악 수업에 대한 인식

Purpose: This study aimed to discover the perceptions of pre-service teachers about music classes and to seek directions for enhancing the music class expertise through difficulties and demands for their music classes.
 Methods: Elementary school pre-service teachers participated in micro-teaching and filled out self-assessment sheets based on recorded class videos. A survey was conducted with 201 pre-service elementary school teachers about their perception of music classes before and after micro-teaching and what they believed their needs were to improve their music class expertise after micro-teaching.
 Results: First, the teachers recognized music classes as classes that felt the beauty of music and sympathized with emotions and values by considering the learners based on music knowledge. Second, they wanted a student participation-oriented music class based on the teacher's musical knowledge and practical skills, but they were experiencing trial and error in the micro-teaching due to their lack of music class experiences. Third, they had many individual differences in their confident music classes. To improve the professionalism of music classes, they believed that they required teacher training institutions to strengthen their connection with the field, support for improving musical competence, expand the number of hours of related subjects, expand class equipment, and provide opportunities to observe and analyze excellent classes. In addition, they recognized the need to develop individual abilities in relation to music practical skills, music knowledge, and music teaching methods in relation to the difficulties they encountered while micro-teaching.
 Conclusion: For the participants in the study to grow into teachers with music instruction expertise, various efforts are required, including not only for the individuals but also teacher training institutions. Following this study, it is expected that future studies will examine specific measures to improve the professionalism of music classes.

Pre-service elementary school teachers' perceptions of using technology in education: focusing on self-efficacy and challenges

Objectives The purpose of this study is to investigate the perceptions of pre-service elementary school teachers about education using technology, based on examining both their self-efficacy and the challenges they face when conducting technology-based classes.
 Methods A total of 120 participants were asked to complete a survey including twenty closed-ended questions and one open-ended question. Descriptive statistical analysis was conducted using the IBM SPSS statistics software to scrutinise the participants’ level of self-efficacy for technology-based education. Regarding the responses of challenges and barriers pre-service elementary school teachers’ would experience while incorporating technology into the class, all the narrative data was examined.
 Results The findings showed that overall, pre-service elementary school teachers seem to have confidence in using technology in classrooms for students in the future, and to feel comfortable if they employ technology during the class. However, they are not confident to appropriately use computer terminology during the lesson and to evaluate proper softwares for teaching and learning. In addition, concerning the challenges that teachers may face during the technology-based class, the difficulties were divided into three categories: teachers-related, students-related, and other types of difficulties including technical issues.
 Conclusions Based on the findings, discussion and suggestions on the development of pre-service elementary school teachers’ self-efficacy for technology-based education and on the improvement of their technology competence were presented.

예비초등교사의 음악과 교수역량 함양을 위한 수업 분석 준거의 적용 유효성 탐색

Objectives The purpose of this study was to promote preservice elementary school teachers’ participatory understanding of the planning and execution of music lessons by using instruction analysis criteria, and to cultivate their music teaching competency.
 Methods The study was conducted to reexamine the concepts and elements of music teaching competency through a literature review. Drawing upon existing research related to lesson analysis and music lesson evaluation, criteria for analyzing music lesson applicable to preservice elementary school teachers were extracted. The analysis criteria, comprising three domains (planning, instruction, reflection) with 14 components and 42 indicators, were applied to relevant courses. Additionally, surveys and small group interviews were conducted with participants to analyze their reactions to the criteria's utilization and assess its effecti Conclusions The usefulness, applicability, and effectiveness of the criteria for analyzing music instruction were confirmed. Above all, the enthusiastic response and continued interest of preservice elementary school teachers who participated in this study regarding the utilization of the analysis criteria suggest the need for more active support in the design and implementation of music lessons in elementary teacher training programs.

Lesson Plan Development for Pre-Service Elementary School Teachers through Collaboration with AI: Focused on ChatGPT

Lesson Plan Development for Pre-Service Elementary School Teachers through Collaboration with AI: Focused on ChatGPT

미국과 한국 초등 예비교사의 노티싱 역량과 유형 비교

This study compared and analyzed the noticing abilities of preservice elementary school teachers in the United States and Korea in terms of a sociocultural perspective. Noticing is a professional perspective that allows teachers to recognize students' thinking and actions during class and make teaching decisions based on it. In this study, we posed a task on fraction subtraction to preservice teachers in two countries and examined the differences in abilities and types of the three components of noticing, attending, interpreting, and responding. As a result of the analysis, preservice teachers in the two countries showed similar abilities in attending and interpreting, but Korean preservice teachers showed superior abilities in responding. In addition, preservice teachers in the two countries showed both similar and differentiated types. This is a result that reflects differences in educational culture and teaching methods, and shows differences in the sociocultural perspective of teacher education emphasized in each country. Based on the results of this study, directions for improving noticing skills were suggested by considering differences in curriculum and teaching methods by country.

탄소중립 관점에서 음악교과 플라스틱악기 사용에 대한 초등예비교사의 인식 연구

The purpose of this study is to analyze the per-service teachers’ perception of the use of plastic instruments in music classes with understanding of plastic production and use amid concerns about environmental pollution and climate crisis and the obligation to practice carbon neutrality. For this purpose, this study investigated the understanding of environmental pollution and carbon neutrality and the awareness of plastic musical instruments used in music classes among 170 third-year pre-service elementary school teachers attending elementary school training institutions in Gwangju. As a result of the analysis, first, 97.6% (166 students) of pre-service elementary school teachers responded that they had experience using plastic musical instruments during their school days. Second, 72.3% (123 students) were interested in environmental issues, and 81.1% (137 students) responded that they were worried about plastic pollution, however, efforts to separate plastic discharge were low at 42% (72 students). Third, the revised curriculum includes learning about carbon neutrality and environmental pollution in science, society, ethics, and practical subjects. However, pre-service elementary school teachers' understanding of the concept of carbon neutrality was found to be about 59.4% (101 students). And 85.2% (145 students) responded that they know the concept of microplastics. Fourth, 64.1% (109 students) said that the use of plastic instruments in music classes is unavoidable, and 34.1% (58 people) responded that they were in favor of using plastic instruments. However, 48.2% (82 students) of pre-service elementary school teachers did not clearly express their opinion, meaning that they think differently about plastic musical instruments and disposable plastic products. Fifth, 65.8% (112 students) said that the use of plastic instruments should be avoided during music classes and were also concerned about the generation of microplastics. Lastly, 76.5% (105 students) spoke of the need to change plastic instruments to instruments made of eco-friendly or safer materials, and 94.7% (161 students) said that if there were eco-friendly instruments, they would use them in their music classes.

탄소중립 관점에서 음악교과 플라스틱악기 사용에 대한 초등예비교사의 인식 연구

The purpose of this study is to analyze the per-service teachers’ perception of the use of plastic instruments in music classes with understanding of plastic production and use amid concerns about environmental pollution and climate crisis and the obligation to practice carbon neutrality. For this purpose, this study investigated the understanding of environmental pollution and carbon neutrality and the awareness of plastic musical instruments used in music classes among 170 third-year pre-service elementary school teachers attending elementary school training institutions in Gwangju. As a result of the analysis, first, 97.6% (166 students) of pre-service elementary school teachers responded that they had experience using plastic musical instruments during their school days. Second, 72.3% (123 students) were interested in environmental issues, and 81.1% (137 students) responded that they were worried about plastic pollution, however, efforts to separate plastic discharge were low at 42% (72 students). Third, the revised curriculum includes learning about carbon neutrality and environmental pollution in science, society, ethics, and practical subjects. However, pre-service elementary school teachers' understanding of the concept of carbon neutrality was found to be about 59.4% (101 students). And 85.2% (145 students) responded that they know the concept of microplastics. Fourth, 64.1% (109 students) said that the use of plastic instruments in music classes is unavoidable, and 34.1% (58 people) responded that they were in favor of using plastic instruments. However, 48.2% (82 students) of pre-service elementary school teachers did not clearly express their opinion, meaning that they think differently about plastic musical instruments and disposable plastic products. Fifth, 65.8% (112 students) said that the use of plastic instruments should be avoided during music classes and were also concerned about the generation of microplastics. Lastly, 76.5% (105 students) spoke of the need to change plastic instruments to instruments made of eco-friendly or safer materials, and 94.7% (161 students) said that if there were eco-friendly instruments, they would use them in their music classes.

A comparison of two simulated classrooms for teaching elementary school mathematics: Cartoon Classroom and Bear Classroom

ABSTRACT The purpose of this study was to compare two simulated classrooms (virtual vs physical) in terms of how they affect pre-service teachers’ perceptions and noticing ability. A total of 57 pre-service elementary school teachers participated in this study (28 in virtual Cartoon Classroom and 29 in physical Bear Classroom). The results were mixed. In the quantitative results, no significant difference between the Cartoon Classroom group and the Bear Classroom group was found in any dimension of perception or noticing, with the exception of perceived authenticity, indicating that these two simulated classrooms are equally useful in teaching simulations and for measuring a teacher’s noticing skills. On the other hand, the qualitative results indicated that the Bear Classroom was found to be more authentic and relaxed and to have fewer technical issues than the Cartoon Classroom, whereas the Cartoon Classroom more easily focused the participants’ attention on the simulated students’ ideas.

Perceptions of pre-service elementary school teachers toward education for sustainable development through character education

This study aims to explore the perceptions of pre-service elementary school teachers towards the concept of education for sustainable development through character education. This study is a descriptive research in which the object of research is 142 pre-service elementary school teachers at one of the universities in Surabaya, Indonesia. Data were collected through a questionnaire consisting of 6 structured questions and 1 open-ended question that was distributed through Google form. The data obtained were analyzed by descriptive statistics. Based on the results of data analysis, most of the respondents agreed that education for sustainable development through character education is very important in primary schools Introduction. In addition, aspects that need to be considered in implementing education for sustainable development through character education are the formation of attitudes and values, environmental awareness, social skills development, and holistic learning experiences.

Accelerating Preservice Elementary School Teacher Students Problem Solving Skills through Online Case Study Discussion (OCSD)

Accelerating Preservice Elementary School Teacher Students Problem Solving Skills through Online Case Study Discussion (OCSD)

Envisioning Future Elementary School Teachers’ Practices in The Post-Pandemic Era: A Visual Narrative Inquiry

The COVID-19 pandemic has revolutionised the educational landscape massively, including the way teachers enact their roles both inside and outside the classroom context. The abrupt changes also influence pre-service teachers’ way of envisioning themselves as future teachers in the post-pandemic era. The aims of this study is to analyze the underlying influences and concerns for their choice of future projection as post-pandemic elementary school teachers. This study using the photo-narrative frame construct of visual narrative inquiry, this study explored the way three first-year pre-service elementary school teachers imagined their. The data were collected from students’ self-portraits and written narratives narrating their past, current, and future projection as post-pandemic teachers. The multimodal narrative analysis was applied to analyse both the visual and written narratives. The findings suggest that technology integration and student-centred pedagogy became the most common themes when the pre-service teachers projected their future selves. At the same time, their previous schooling experiences and future concerns about becoming a teacher had certain impacts on the way they projected themselves as future teachers. Therefore, it is recommended that future pre-service teachers should be given opportunities to reflect on their previous teaching and learning experiences and project what they wish to emulate and enhance for their future teaching practices.

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates

Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors – perceived ease of use and computer self-efficacy – supporting pre-service teachers’ intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.

Pelatihan Pembuatan Media Pembelajaran Interaktif Berbasis Android bagi Calon Guru Sekolah Dasar

This community service activity aims to develop the competency of future elementary school teachers to become professional educators by teaching creatively through Android-based interactive learning media. Training and assistance in this activity conducted through workshop. This activity was attended by 20 elementary school teacher candidates involved in the Pijar (Teaching Training) program held by the Forkom PGSD, University of Lampung. This activity consists of three stages which are introductory material, training and mentoring, and evaluating the creation of learning media toward pre-service elementary school teachers. Through this training and mentoring, the increase of knowledge and skills of pre-service elementary school teacher in running Android-based interactive learning media applications through the SAC (Smart Apps Creator) software is expected. They also gain the ability to design interactive learning media properly.

Elementary School Pre-service Teachers’ Perceptions of Quality in Higher Education

Maintaining quality throughout all stages of higher education and its constituents is crucial for cultivating a quality labor force. The purpose of this study is to identify the perceptions of pre-service teachers regarding the quality of higher education. This study aims to achieve this goal through qualitative methodologies. The data was gathered via an interview questionnaire developed by the researcher. The study group consists of volunteers enrolled in departments of elementary education from two public universities made up of 47 female and 13 male candidates, for a total of 60 pre-service teachers. A semi-structured interview questionnaire developed by the researcher was used for the collection of data. For data analysis, thematic content analysis was employed. It was found in the study that the facilities, the equipment provided by the institutions, and the amenities present in the surrounding areas were deemed insufficient by the pre-service teachers in both universities. Furthermore, they remarked that their interests, requests, complaints, and needs were being neglected, while also expressing views affirming the qualities of the academic and administrative staff in their respective institutions. Taking into consideration the perspectives from both universities, the factors of transportation, the natural environment, attitudes of local people towards the students, security, social services, sports amenities, food, and accommodations were observed to be variable in terms of the viewpoints of pre-service teachers. Similarly, the perceptions of pre-service teachers concerning guidance and counseling services, views towards course materials and their practical applications, systems of examination, and university awards and honors have also shown differences between the two institutions.

PCK 함양을 위한 초등 예비교사의 국악 실기 수업 설계 및 실행

This study explored the professional knowledge (PCK) of Korean traditional music that pre-service elementary school teachers should have designed classes to cultivate it, conducted practical Korean music classes for pre-service elementary school teachers, and looked at the changes in cultivation. The study was proceeded as follows.
 First, PCK which is the professional knowledge of Korean music required for pre-service teachers was reviewed through previous research, and subject knowledge, teaching method knowledge, and student understanding knowledge were selected as necessary knowledge. second, In order to foster professional knowledge of Korean traditional music for pre-service teachers, the class design applying PCK was specified. Third, In order to form PCK in the designed class plan, teaching steps such as understanding the concept-exploring the concept expression of practical skills-application and execution of practical skills-internalization of practical skills-evaluating practical skills' are set, and based on this, Korean traditional music practical classes are conducted. conducted by pre-service teachers. Fourth, Through the distribution of questionnaires before and after class and the class diaries were submitted by pre-service teachers after mock lessons, changes in pre-service teachers' PCK cultivation could be confirmed. 
 As a result of the study, it was confirmed that there was a significant improvement in all professional knowledge of Korean music after conducting practical Korean music classes using PCK. In addition, it was confirmed that the prospective teachers gained confidence in the future Korean music class and that there was a change in their perception of the class. Through the above research results, it was confirmed that the practical education of Korean traditional music applied with PCK is effective for the development of professional knowledge for pre-service teachers and positively changes the perception of Korean traditional music education. Based on this study, research on Korean traditional music classes based on PCK should be systematically and diversely conducted, and research should be continued to prepare developmental measures to cultivate professional knowledge of traditional Korean music in pre-service teachers.

마이크로티칭이 초등예비교사의 영어교사 효능감에 미치는 영향

Purpose: This study aimed to investigate the effects of microteaching on English teachers’ efficacywith pre-service elementary school teachers.
 Methods: In this study, the participants consisted of 19 pre-service elementary school teachers. Data collection was carried out through the administration of an English teacher efficacy test and the collection of teachers' self-reports. The obtained results underwent analysis employing both quantitative and qualitative approaches. For the quantitative data, paired t-tests were conducted using SPSS, while the qualitative data obtained from self-reports were subjected to qualitative analysis.
 Results: The study revealed a positive impact of microteaching on the English teacher efficacy of pre-service elementary school teachers. Furthermore, pre-service elementary school teachers reported increased confidence and satisfaction as a result.
 Conclusion: This study suggests that engaging in the process of preparing for and conducting microteaching can yield a positive impact on the enhancement of English teachers’ efficacy, along with fostering increased confidence and satisfaction. Notably, the positive influence observed during the initial microteaching experience carried over to the subsequent session, highlighting the effectiveness and value of microteaching as an experience to enhance English teachers’ efficacy.

Relationship Analysis of English Teaching Anxiety and Pre-Service Elementary School Teachers

Relationship Analysis of English Teaching Anxiety and Pre-Service Elementary School Teachers