Preservice Elementary Teachers Research Articles

기대가치이론 기반 교직선택동기 유형: 초등과 중등 예비교사 간 비교

This study aimed to compare the levels and profiles of teaching career motivations between pre-service elementary and secondary teachers using expectancy-value theory. Both groups reported high effort cost and attainment value, with secondary teachers showing higher intrinsic value and elementary teachers higher personal utility value and opportunity/emotional costs. Latent profile analysis identified 5 profiles for pre-service elementary teachers (‘high expectancy/value-high cost’, ‘moderately high expectancy/value-moderately high cost’, ‘high expectancy/value-high effort cost’, ‘moderate expectancy/value-high utility-high cost’, and ‘moderate expectancy/value-moderate cost’) and 7 profiles for pre-service secondary teachers (‘high expectancy/value-high cost’, ‘moderately high expectancy/value-moderately high cost’, ‘moderately high expectancy/value-high cost’, ‘high expectancy/value-high effort cost’, ‘high expectancy/value-low cost’, ‘moderate expectancy/value-high cost’, and ‘moderate expectancy/value-moderate cost’). Based on the findings, we proposed measures to enhance and select pre-service elementary teachers with high intrinsic values, and to reduce costs for pre-service teachers at both elementary and secondary levels.

디자인 씽킹 기반 메이커 교육프로그램이 초등 예비교사의 감성지능과 메이커 역량에 미치는 효과 - ‘생활용품 개선 프로젝트’ 중심으로

The purpose of this study was to verify the effects of a design thinking-based maker education program on the emotional intelligence and maker competency of pre-service elementary school teachers. The study was conducted in two phases: developing the program and evaluating its effects through implementation. Program development proceeded in three stages: preparation, development, and improvement. The effects of the program were assessed by using a one-group pretest-posttest design, targeting 23 pre-service elementary school teachers in their senior year to analyze its impact on their emotional intelligence and maker competency. The results of the study were as follows. First, the design thinking-based maker education program was developed as a 15-session curriculum for pre-service elementary school teachers, focusing on the ‘Everyday Items Improvement Project’ theme. Second, the program was organized into eight stages: tinkering, empathizing, defining, ideating, prototyping, sharing and testing, improving, and maker faire. Third, the program was developed to reflect the unique characteristics of both design thinking and maker education, enhancing their complementarity and practical application. It was also designed to realize maker education, where students independently plan what they want to create, and determine and effectively utilize the tools and materials needed to produce their desired outcomes. Fourth, the program substantially improved the emotional intelligence of pre-service elementary school teachers, demonstrating significant effects across all the sub-factors of emotional intelligence. Fifth, the program proved effective in enhancing the maker competency of pre-service elementary school teachers, showing significant effects on all the sub-factors of maker competency.

4차 산업혁명 시대 초등 실과교육에서의 웨어러블 스마트 의류 교육에 관한 연구

This study explored the integration of wearable smart clothing content into the elementary Practical Arts curriculum, focusing on developing an appropriate curriculum plan and educational content. The following conclusions were reached. First, clothing education in elementary Practical Arts Education needs to incorporate research on wearable smart clothing, which is closely related and relevant to daily life in the era of the 4th industrial revolution. Second, a convergence wearable smart clothing curriculum (plan) was developed, integrating with the existing elementary Practical Arts and clothing-related content such as hand sewing and knitting. This plan covers the meaning of wearables, understanding wearable devices, and the development of wearable clothing. It presents the circuit diagrams, difficulty levels, and application periods for each task, with a total of 9 tasks for creating daily necessities (devices) using Lilypad Arduino, such as ‘event card envelopes, headbands, necklaces, rainbow LED Christmas trees, rainbow brooches, and winter earmuffs. Third, the curriculum (plan) presented in this study was applied and evaluated with pre-service elementary school teachers. It was deemed appropriate for the elementary school curriculum and effective in promoting an understanding of wearable smart clothing and the creation of everyday necessities. Furthermore, with the growing awareness of wearable smart clothing education, the study expects the development and increased use of more advanced wearable smart clothing and devices in our lives in the future. The study recommends developing diverse programs and conducting further research to promote the integration of wearable smart clothing and devices into elementary Practical Arts education.

예비 초등교사의 개인, 대학생활 특성에 따른 집단별 교육성과의 차이 분석

This study aimed to categorize pre-service elementary teachers based on their personal and university life characteristics, analyze differences in their educational outcomes (academic achievement, educational satisfaction, and career development), and propose measures to improve these outcomes. Employing latent class analysis, a statistical method used to identify qualitatively different subgroups within a population that share certain characteristics, the study yielded the following key findings. First, the analysis identified three groups: Group 1 (actively involved in school life and highly satisfied), Group 2 (older with part-time work experience), and Group 3 (less satisfied with university life). Second, the study highlights the need for customized support tailored to individual student characteristics. Third, there is a need to expand programs that promote student bonding. Fourth, the overall system should be improved to enhance university satisfaction.

“Green Cities:” A Panel Discussion Activity for Promoting Pre-Service Teachers’ Skills Oriented toward Environmental Education

The purpose of this study was to analyze the potentialities of a learning module, created within an Erasmus+ project, which involved pre-service elementary teachers in a socio-scientific scenario related to green cities. The participants were involved in a panel discussion activity, with the main objective of discussing and reflecting on how to transform a particular city into a green city, taking into account the perspectives of the different stakeholders. A total of 60 pre-service teachers and one teacher educator were involved. In this case study, data were collected through a pre- and post-questionnaire, on the importance of a set of transversal skills at a professional and personal level, two focus-group interviews, and a panel discussion analysis. The results revealed that this activity has the potential to promote pre-service teachers’ competence to assume a holistic view of an environmental issue, contributing to the development of their capacity to make “justified decision-making.” It also allowed pre-service teachers to experience and reflect on new visions of science education from a learner’s perspective. These outcomings are extremely important for helping pre-service teachers to create innovative learning contexts capable of promoting more critical, responsible, and proenvironmental active citizens.

Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: the mediating roles of attitude and math self-concept

Teaching style has long been recognized as a factor influencing students’ achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested.

Pioneering quantitative assessment of questioning competency in elementary pre-service teachers using Likert-scale questions

ABSTRACT In pre-service teacher (PST) education, developing effective instructional practices like questioning is a crucial learning objective. Assessing PSTs’ questioning competencies is essential, yet traditional qualitative methods (e.g., discourse analysis) limit large-scale analysis within PST preparation programs. Previously, we addressed this challenge by designing and validating instruments, including a video-coding scheme and free-response questions, to assess novice teachers’ competencies in asking effective guiding questions to address student difficulties. We established a link between their questioning practices and performance on free-response questions. Building upon these efforts, this study aims to further enhance assessment efficiency by transforming pre-validated free-response questions into Likert-scale questions. In this approach, respondents rate provided options that represent various levels of questioning competencies, rather than providing their answers. Over two semesters, we administered Likert-scale questions to more than 100 PSTs each term to evaluate the feasibility and validity of this method. We identified five categories of options for Likert-scale questions and developed empirical equations to derive Pedagogical Content Knowledge in Questioning (PCK-Q) from the collected ratings. The findings support the use of Likert-scale questions as a promising tool for large-scale assessment of PCK-Q in PST education. We also discussed the application of Likert-scale questions in PST preparation.

A comparative analysis of strategies for multiplication and division of fractions between elementary preservice teachers in the United States and Korea

The present comparative analysis study conducted an examination of 46 U.S. and 30 South Korean elementary preservice teachers (PSTs), assessing their overall performances and comparing problem-solving strategies across 11 fraction multiplication and division problems. The tasks spanned across three domains: posing story problems, solving word problems, and illustrating visual models. This study’s purpose is to relay common misconceptions held by elementary PSTs regarding fraction multiplication and division between the U.S. and South Korea. The overall performance results indicated that South Korean PSTs demonstrated higher proficiency in all three areas (i.e., posing story problems, solving word problems, and illustrating visual models). However, both groups of U.S. and South Korean PSTs encountered the most difficulty in representing visual models. Strategy analysis highlighted that the application of properties of multiplication and clearer representation of the unit were key factors contributing to the success of South Korean PSTs. Such results contribute to the growing literature supporting the importance of elementary PSTs’ influence on students to develop necessary foundational skills in mathematics. The study also discusses implications for teacher educators based on these findings.

미술과 교사 교육에서 디지털 기반 내러티브 교육과정에 대한 델파이 연구

This study gathers expert opinions on developing a digital-based narrative curriculum for pre-service elementary teachers. Eleven university art education experts participated in a three-round Delphi survey,reaching a consensus on 55 items related to the necessity, objectives, advantages and challenges, categories, and content elements of a digital-based narrative curriculum. The study’s findings suggest the following: First, teacher education institutions can establish new courses on digital-based narrative education or incorporate the topics and content elements proposed in this study into existing courses. Second, they should support course delivery with instructional materials, strategies, and techniques for effectively teaching digital narrative curriculum content. Third, the curriculum can encourage preservice teachers to reconstruct their knowledge and experiences narratively to shape their professional identities. Fourth, institutions can foster digital literacy through integrative, narrative-based learning experiences across multiple subjects. Fifth, they should include ethics and copyright education and address the digital divide in digital environments. Based on these results, we hope future efforts will focus on developing detailed lesson plans, introductory textbooks, and ongoing teacher training to promote practical education in this field further.

Math narratives and autobiographies

Elementary preservice teachers enter teacher preparation programs with preformed conceptions of their abilities as mathematics learners that directly influence their sense of self as mathematics teachers. Often, they have had experiences that leave them feeling anxious about their capability to be effective mathematics teachers, which negatively impacts student outcomes. Math autobiographies offer teacher educators a window into the historical factors that influence preservice teachers’ math identity development and help them reflect on how these experiences have shaped them. Providing counterpoint experiences in mathematics pedagogical coursework can help preservice teachers overcome past influences and foster positive identities as future mathematics teachers.

ChatGPT 기반 챗봇을 활용한 예비교사 교육의 사례 분석

The purpose of this study is to examine whether pre-service teachers can engage in educational dialogues with a chatbot, acting as a virtual student, to assess and modify student understanding. Nineteen pre-service elementary school teachers participated in this study and engaged in conversations with a virtual student—a chatbot struggling to understand the relational concept of the equal sign. The conversations were analyzed, and the opinions of the pre-service teachers who used the chatbot were examined. The chatbot provided natural and appropriate responses similar to those of real students, enabling the pre-service teachers to assess the virtual student's understanding of the equal sign. They also posed meaningful questions aimed at shifting the student’s understanding, which ultimately led to a confirmed change in the virtual student's comprehension of the equal sign. Additionally, while the pre-service teachers positively evaluated the chatbot’s usefulness, they noted certain limitations, such as overly detailed explanations and the use of terminology beyond the curriculum’s scope. We discussed the implications related to these findings.

Mathematics in Environmental Education: An Investigation of Preservice Teachers’ Skills in Drawing and Interpreting Population Size Graphs

Drawing and interpretation graphs, as key mathematical skills, are widely used in teaching various subjects within science education. Population ecology, a topic in the environmental education course within the elementary education curriculum of Türkiye, is one such subject. In the context of this environmental education course, graphs are employed to teach and interpret the factors influencing the growth and decline of populations. This qualitative study aimed to examine the graph drawing and interpretation skills of preservice elementary school teachers in relation to population size. Fifty-seven preservice elementary school teachers from the elementary education department of a university in the Central Anatolia region of Türkiye participated in the study. These preservice teachers were provided with growth rate vs. time graphs of different populations and were asked to draw and interpret graphs representing change numbers of individuals vs. time. The findings revealed that many preservice teachers struggled with both drawing and interpreting population graphs. Specifically, most participants encountered difficulties while drawing and interpreting linear and particularly curvilinear graphs, as they failed to account for the simultaneous changes in two variables. The study’s findings are expected to raise awareness about the importance of mathematical skills and the need for interdisciplinary collaboration in environmental education, as well as providing direction for future research.

Preservice Teachers’ Early Lesson Planning for Justice-Oriented Elementary Science

ABSTRACT Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing science as a part of justice movements. We analyzed the lesson plans of 16 preservice elementary teachers who were using the practical justice framework in their very first lesson planning experience. In addition to extensive attention to varying participation structures to support children’s science discourse, preservice teachers also took up more challenging moves such as attending to how children are positioned as scientists, inviting children’s science ideas and hearing the science in their ideas, encouraging decision-making in science practices, and connecting science to issues of justice. They varied in both the number of unique justice moves they took up and the specificity with which they planned for incorporating the moves. We discuss implications for practice and theory-building in relation to supporting preservice teachers in learning to teach science toward equity and justice.

Elementary Preservice Teachers’ Experiences at the Intersection of Culturally Sustaining and Historically Responsive Pedagogy, Early Literacy, and the Science of Reading

This phenomenological study reports findings related to preservice teachers’ experiences mentoring early elementary readers. Preservice teachers in this study were enrolled in a literacy methods course designed to develop their understanding of early literacy, including knowledge of the written code and culturally sustaining and historically responsive pedagogy, and prepare them for the Texas’ Science of Teaching Reading exam. Within this context, we explored how preservice teachers worked to bridge multiple approaches to literacy instruction. Thematic results illustrate how preservice teachers sustained the lifeways of children through literacy as a social practice, created space for code-based and meaning-making skills, and learned to teach responsively. These results provide implications for a comprehensive approach to preparing teachers of elementary literacy: one that fosters knowledge of the written code while contextualizing knowledge in children's cultures, communities, and experiences.

Experiential learning model for physics virtual reality design: A case study of pre-service elementary school teachers

Experiential learning model for physics virtual reality design: A case study of pre-service elementary school teachers

Educational Robotics and Preservice Teachers: STEM Problem-Solving Skills and Self-Efficacy to Teach

Integrating STEM education within the elementary school science curriculum in Ontario, Canada, elevated the expectation for elementary preservice teachers to teach STEM skills such as problem-solving through coding. Research shows that educational robotics can promote STEM knowledge and skills. This mixed methods study investigates the effect of an educational robotics intervention on preservice teachers’ STEM problem-solving skills and their self-efficacy to teach with educational robotics during the COVID-19 pandemic. Data sources included a pre- and post­questionnaire on problem-solving, a pre- and post- self-efficacy teaching questionnaire, a problem-solving worksheet, and transcripts of group interactions. Quantitative findings were statistically significant for preservice teachers’ self-efficacy to teach with educational robotics (large effect size) and for problem-solving competencies (small effect size). Using a STEM problem-solving framework, two preservice teacher group interactions were analysed. Qualitative findings indicated that preservice teachers exhibited similar problem-solving processes as STEM experts, but preservice teachers’ prior STEM knowledge limited the types of decisions considered at the problem-solving stages. The study provides an example of how preservice teachers’ self-efficacy to teach with educational robotics was developed within a science education course and lends unique insights into the problem-solving processes these preservice teacher groups engaged in.

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

초등 예비교사의 자아분화와 대인관계의 구조적 관계에서 우울의 매개효과 검증

The purpose of this study is to establish a research model of structural relationships to analyze the effects of self-differentiation variables on interpersonal relationship variables of elementary pre-service teachers and to verify the effect of depression as a mediator. In accordance with the purpose of this study, a preliminary survey was conducted among elementary pre-service teachers enrolled in G University of Education in Chungcheongnam-do, South Chungcheong Province, and then the main survey was conducted to obtain a total of 359 data. Among them, 355 data without missing data were analyzed using statistical techniques using SPSS 21.0 and AMOS 21.0 programs. The main findings of this study are as follows. First, the level of self-differentiation of pre-service teachers was positively related to interpersonal relationships. Second, the level of self-differentiation of pre-service teachers was negatively related to depression. Third, depression was negatively related to interpersonal relationships among pre-service teachers. Fourth, depression was partially mediated in the structural relationship of the effect of ego differentiation on interpersonal relationships. These findings have theoretical implications that can be used as a basis for psychological counseling to solve interpersonal problems for citizens in early adulthood, including pre-service elementary school teachers, who are in the early stages of the life cycle, and practical implications for providing counseling education programs that can maintain smooth interpersonal relationships by increasing their levels of self-differentiation or decreasing their levels of depression.

예비교사의 디지털 역량에 대한 요구분석

The recent digital transformation in school education, including advancements in g enerative AI and digital technologies, highlights the need for digital competence a mong teachers. This study investigates the digital competence needs of pre-service elementary school teachers using Importance-Performance Analysis (IPA), Borich's Needs Assessment Model, and The Locus for Focus Model. The study participants were 98 first-year pre-service teachers from University A. The results showed th at pre-service teachers perceived all four sub-competencies of digital competence a s highly important. Among these, the sub-competency with the highest priority wa s the capability to utilize digital technology in education, specifically in areas such as digital-based curriculum reconstruction, design of personalized learning using di gital technology, evaluation, selection, and development of digital technologies, data, services, and content, and design of practical learning experiences based on digital technology. The findings suggest that teacher education curriculum should be impr oved to reflect the high-priority competencies identified by pre-service teachers. B ased on the results, discussions and implications for research are proposed.

Investigation of the Concept Images of Mathematics Educators and Preservice Mathematics Teachers Regarding Slope, Rate of Change, and Derivative

The aim of this study is to examine the concept images of mathematics educators and pre-service elementary mathematics teachers regarding the relationships between the concepts of slope, rate of change and derivative. Four mathematics educators working in different state universities and responsible for Analysis courses, three pre-service elementary mathematics teachers who successfully completed the Calculus 1 course at a state university, and four pre-service elementary mathematics teachers who successfully completed the Calculus 1 and Calculus 2 courses participated in the study. In order to determine the concept images of the participants about the concepts of slope, rate of change and derivative, the participants were asked semi-structured interview questions prepared by the researcher and application questions including the second stage questions. The audio recordings obtained from the interviews were transcribed and then the second stage questions were applied to the participants. The second stage questions were received in writing from the participants and analysed by the researcher through descriptive content analysis. As a result of this study, mathematics educators were able to use the concept images they had in the first stage questions in the second stage questions. On the other hand, pre-service elementary mathematics teachers were able to use the concept images they had in the first stage questions in the second stage questions.