Preservice Elementary Research Articles

Developing Vietnamese Language Teaching Competence for Pre-Service Elementary Education Students at Tan Trao University

Developing Vietnamese Language Teaching Competence for Pre-Service Elementary Education Students at Tan Trao University

Preservice Elementary Teachers and Future Civic Teaching

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed.

Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers

ABSTRACT This study examined the impact of action research conducted by five science teaching methods course instructors on their students’ perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students’ perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration.

Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers

The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.

Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

<p style="margin-left:28px; text-align:justify">Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.</p>

Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers

ABSTRACT Bridging the theory-practice gap remains a challenge in preparing preservice elementary teachers for science teaching. Research experiences for undergraduates (REU) offer a potential way to help preservice elementary teachers (PSTs) come to value and implement research-based science teaching. REUs come in many forms but often take the form of either extracurricular research with a practicing scientist. Alternatively, practitioner inquiries are often used as part of a teacher preparation course or practicum but often are limited in time and scope. In this study, we report on a novel approach to an REU that combined the features of a traditional REU and practitioner inquiry, which we refer to as Extracurricular Practitioner Inquiry (EPI). PSTs collaboratively developed, tested, and prepared curricular units for publication as part of an extracurricular, funded project. A mixed-methods approach, including nonrandom matched pairs and semi-structured interviews, was used to investigate the impact of the EPI experience on PSTs’ knowledge and beliefs about science teaching. As a result of their participation in the novel EPI, when compared with a control group, the PST participants developed beliefs more consistent with research-based science teaching. Support from collaborators, shifts in self-perception, and improved understanding of the research-practice relationship seem to have mediated changes in the PSTs’ knowledge and beliefs about science teaching.

Unlocking Critical Thinking: The LCI Learning Model for Pre-Service Elementary School Teacher

This study explores the effectiveness of the Learning Cycle-Inquiry (LCI) model in enhancing critical thinking skills among pre-service elementary school teachers in remote areas of Malang, Indonesia. The development of critical thinking skills is fundamental for educational success and effective problem-solving in real-world scenarios. Despite its recognized importance, the cultivation of these skills remains insufficiently addressed in Indonesia's educational practices, especially among pre-service teachers destined for elementary education in remote locales. To address this deficiency, a quasi-experimental research design was implemented, involving 82 pre-service teacher students distributed across four classes. These classes were systematically assigned to either the LCI model, the learning cycle, inquiry-based methods, or conventional teaching strategies. The effectiveness of these methods was measured using ANCOVA and LSD statistical analyses. The findings revealed that the LCI model significantly improved critical thinking skills (p 0.001), outperforming other educational approaches, with a corrected mean value of 84.39. These results underscore the potential of the LCI model to substantially boost critical thinking capabilities and suggest its wider adoption could enhance educational outcomes in similar settings.

Interpreting Teaching STEM Education to Pre-service Elementary Teachers Through Online Course

Insufficient comprehension of integrated STEM learning has become one of the main difficulties for teachers in implementing STEM lessons at school due to lack of integrative STEM curriculum in teachers’ education programs. Therefore, the Elementary Teacher Education Program Universitas Pendidikan Indonesia in Purwakarta offers STEM Education for Elementary course as an optional course to support 21st-century education at the elementary school level. However, due to the continued Covid-19 pandemic, during the second semester of the academic year 2020/2021, all courses in our program were entirely carried out online. Through the descriptive analysis method, this paper details how the 16-weeks course was enacted online with a varied delivery form. Forty-two pre-service teachers enrolled in the course. Data on the course implementation were gathered in the form of video recordings of the lesson, while students’ perception of the course delivery was captured through a course evaluation questionnaire. Results imply that the course includes a theoretical and practical session with teaching simulations and engineering challenges to model STEM teaching and learning to develop pre-service teacher’s STEM pedagogical and content knowledge. In addition, course evaluation suggests that after enrolling in the course, the pre-service teacher has positive perceptions of the course delivery. Keywords: STEM education, pre-service elementary teachers, online course

Local Ecosystem Observation Cycle: Supporting Preservice Elementary Teachers’ Engagement in Sensemaking

Local Ecosystem Observation Cycle: Supporting Preservice Elementary Teachers’ Engagement in Sensemaking

“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.

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

This paper examines various approaches to evaluating the classroom teacher and discusses the inclusion of dispositions in the evaluation process. A random sample of 150 teachers were asked to complete an online survey focusing on the inclusion of dispositions in their formal evaluations. They were asked to report what specific dispositions were evaluated, and if the specific dispositions were operationally defined. A summary of their responses to the survey items is discussed.

Female Pre-Service Elementary Teachers’ Conceptualizations of Engineers and Engineering: A Critical Consciousness Perspective

ABSTRACT The purpose of this study was to address issues of potential gender bias in pre-service elementary teachers’ conceptions of engineers and engineering using Freire’s (2018) Critical Consciousness perspective. By identifying the biasness as causal and structural attributions, the study also aimed to construct a critical pedagogy framework for future pre-service elementary teachers to reflect on and to radically reimagine and transform potential gender bias in their conceptions of engineers and engineering. Drawings of engineers and narratives of drawings from 115 pre-service elementary teachers served as data. The analysis comprised a two-step process: (1) identification of patterns through an inductive analysis of the data; and (2) analysis of patterns from the Critical Consciousness perspective to generate themes. Themes included: (1) depictions of male engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of strong disciplinary backgrounds in mathematics and science while depictions of female engineers being afforded privileges of having innate abilities to perform engineering from the standpoint of computing, designing, and coding. (2) depictions of male engineers’ “work” of engineering being related to tangible outcomes like physical products, and (3) depictions of male engineers as authority figures and having the ability to lead the work of engineering. The critical pedagogical framework constructed is a step toward developing a tool for critically reflecting, and radically imagining, reimagining, and thus transforming inequities inherent in future pre-service elementary teachers’ conceptualizations of engineers and engineering.

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

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

Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion

The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.

Do College Science Courses Help Preservice Elementary Teachers Learn the Science They Need to Teach?

ABSTRACT Teacher preparation programs often rely on college science courses to help preservice elementary teachers learn science subject matter. However, the impact of these courses has not been sufficiently explored. In this study we explore the relationships between new elementary teachers’ science subject matter knowledge and their college science coursework—including the number of courses completed and their grades in these courses. Findings indicate that both the number of courses and their grades in those courses were related to participants’ scores on a test of their knowledge about evolution. However, neither the number of college science courses completed nor their grades were related to participants’ scores on a test of their knowledge about matter. Findings corroborate and extend existing research, indicate the importance of accounting for grades in college science courses, and evince the importance of both improving science coursework in college for preservice teachers and supporting ongoing learning once teachers reach the classroom.

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

예비초등교사를 위한 교양수학 교재 개발 및 적용

예비초등교사를 위한 교양수학 교재 개발 및 적용

지속가능발전교육 관점의 의생활 교육 프로그램 개발

지속가능발전교육 관점의 의생활 교육 프로그램 개발

A Study on Perception Survey of Preservice Elementary Teachers on Teaching Methods in Astronomy — A Secondary Publication

This study was conducted on 115 students from four classes of 2nd-year intensive courses at B University of Education. Preservice elementary teachers were surveyed on what teaching methods they were aware of regarding the subject of elementary science astronomy. Recognition data of 80 people from whom the questionnaire was collected were analyzed. For this study, a 5-day survey was conducted. Preservice elementary teachers complained of difficulties in teaching methods in the astronomy area of the science department. The purpose of this study was to find out what difficulties preservice elementary teachers have in teaching elementary science astronomy topics and to explore more efficient teaching methods for teaching astronomy topics. The topic of the survey was set by discussing with the preservice elementary teachers about what kind of survey to use in teaching the subject of elementary science astronomy. There are many topics for elementary science astronomy, but two questionnaires were prepared focusing on the unit on the Earth and the moon: “What does the Earth look like?” in Unit 4 (1/10) of the 3rd year, 1st semester; in Unit 2 (1/11) of the 1st semester of the 6th grade, it was set as “What does the moon look like?” The surveys candidly described how to teach the subject of astronomy to elementary school students by mobilizing all the background knowledge of preservice elementary teachers. The results of these surveys were visualized and displayed using NetMiner as a language analysis method, and the contents of the responses to the actual surveys by preservice elementary teachers were described and interpreted. Based on these results, preservice elementary teachers tried to suggest a more efficient teaching method for the subject of elementary science astronomy. In addition, basic procedures and methods for lecturing on the subject of elementary science astronomy were presented. A more efficient teaching method for teaching elementary science astronomy subjects to preservice elementary teachers was suggested.