Pre-service Primary School Teachers Research Articles

Pre-service primary school teachers' metaphor perceptions of digital literacy

With the inclusion of information and communication technologies in almost every aspect of life, a digital world has begun to emerge. In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phenomenology design, one of the qualitative research designs was used. The study group of the research consisted of 45 pre-service teachers studying in the department of classroom teaching. As a data collection tool, the "Digital literacy is like .... Because ..." form was used. Content analysis technique was used to analyze the data obtained from pre-service teachers. According to the findings, a total of 34 metaphors were produced in the study group. It was found that pre-service classroom teachers had positive thoughts about digital literacy. As a result, the pre-service teachers created a total of 34 metaphors in the categories of infinity, object, movement, need and guide from their perceptions of digital literacy and that these metaphors consisted of expressions with positive meanings.

MOKYKLA IR PAMOKOS UŽ JOS RIBŲ: BŪSIMŲJŲ PRADINIŲ KLASIŲ MOKYTOJŲ MOKYKLINIŲ METŲ PATIRTYS

The study examined the school experiences of pre-service primary school teachers (N - 39) about learning in non-traditional educational environments/settings. Based on the autobiographical memory paradigm. This is important in studies, because later, based on the experience of students, knowledge and understanding of educational environments and their use in teaching natural sciences in primary school is expanded and deepened. A two-part task was assigned to the participants: Students were asked to: 1) recall their school and draw a picture of it; 2) recall lessons they learned outside of the classroom, such as in a yard, park, or other educational setting, and provide a brief description of those experiences. After analysing their memories, the participants were able to choose which form - child, young person or adult, woman or man - they would give to the school in order to best reflect the culture of the time and to express the feelings of the former students. The drawing was asked to be accompanied by a short comment to ensure that it was correctly understood by the group mates. The survey shows that students are more likely to share positive than negative experiences of their school years. Pre-service teachers benefit from looking back on their school years as they consider how to modify the educational process to fit the needs of diverse students and consider the role of a teacher, which includes being an investigator of students' learning and not being frightened of innovation or change. Keywords: autobiographical memory, educational environments, pre-service teachers, outdoor learning.

EXAMINING THE RELATIONSHIP BETWEEN SUSTAINABLE CONSUMPTION BEHAVIORS AND ENVIRONMENTAL LITERACY OF PRE-SERVICE PRIMARY SCHOOL TEACHERS

This study aimed to determine the relationship between sustainable consumption behaviors and the environmental literacy of pre-service primary school teachers. The study was conducted with 144 (103 female, 41 male) pre-service teachers (103 female, 41 male) studying in the department of classroom teaching at the faculty of education of a state university located in the Central Black Sea Region in the spring semester of the 2022-2023 academic year. The relational survey model, one of the quantitative research methods, was used in the study. The research data were collected using the Sustainable Consumption scale developed by Doğan, Bulut, Çımrın (2015); to measure individuals' sustainable consumption behaviors. "Environmental Literacy Scale for Adults (ELSA)" developed by Atabek-Yiğit et al. (2014) was used for environmental literacy. According to the research findings, a positive relationship was found between the sustainable consumption behaviors of pre-service teachers and their environmental awareness, non-essential purchasing, saving and reusability levels. There is a moderate, positive and significant relationship between pre-service teachers' environmental literacy levels and sustainable consumption behaviors. The sustainable consumption behavior, environmental awareness, saving, and non-essential purchasing of pre-service primary school teachers do not show a significant difference according to gender. In line with the findings obtained as a result of the research, prospective primary school teachers are sustainable.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

Examining the Skill Development of Pre-Service Primary School Teachers Through Interdisciplinary Approach

Examining the Skill Development of Pre-Service Primary School Teachers Through Interdisciplinary Approach

Investigating How Pre-service Primary School Teachers at The University of Botswana Interpret Video-Based Assessments in Mathematics Education

Investigating How Pre-service Primary School Teachers at The University of Botswana Interpret Video-Based Assessments in Mathematics Education

Pre-service teachers’ experiences of a core Bachelor of Education (primary) unit: Teaching and learning about relationships and sex education for and about sex, gender and sexual diversity

ABSTARCT The expectations placed on teachers and teacher educators have increased particularly in relation to education topics such as relationships and sex education. One group of four pre-service teachers and a teacher educator based in an Australian university studying a Bachelor of Education (primary) share their experiences of teaching and learning in a fourth-year core curriculum unit of study in health. The aim of this paper is to explore narrative accounts using Archer’s approaches to reflection (Archer, 2007) of our teaching and learning experiences. The reflections are shared within the context of making decisions about learning effective practices for relationships and sex education for and about sex, gender and sexual diversity as part of the curriculum, policy and pedagogical imperative in Australia. We found that queering pre-service primary school teacher practices for RSE is possible through deep reflection as part of teaching and learning in an initial teacher education course work core unit of study. Making this practice visible has implications for initial teacher educators in university contexts globally.

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

AbstractInternationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers’ (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs’ self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs’ self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = .42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs’ TPACK development.

Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching

AbstractThanks to the advancement of mobile technologies, Augmented Reality (AR) has become broadly accessible through mobile devices such as smartphones and tablets. Mobile Augmented Reality can benefit science education in a variety of ways. However, except from some sporadic experimental cases, it is rather rarely employed by teachers and has not yet been fully introduced in education. Moreover, little research exists about the adoption behavior of mobile AR by pre-service teachers. Against this background, the current study proposes and validates an integrated adoption model to explain and predict the factors that significantly influence student teachers’ intentions to use mobile AR in teaching primary science. The study also introduces two new constructs, Perceived Immersion and Perceived Educational Value in the context of mobile AR. Eighty-nine undergraduate pre-service primary school teachers participated in a mobile augmented reality workshop creating mobile augmented reality experiences for teaching physics to primary school pupils. Following that, student teachers answered an online survey. The quantitative survey data was analysed using structural equation modelling. The study confirmed the proposed model explaining and predicting approximately 72% of the variance of student teachers’ Behavioral Intention to Use mobile AR to teach primary science. Perceived Immersion and Perceived Educational Value significantly influence Behavioral Intention to Use after being mediated by Perceived Usefulness. The study offers insight into the factors influencing pre-service primary teachers’ intentions to utilise mobile augmented reality (AR) in their future lessons, which is relevant given the growing interest in utilising these technologies in education. Implications are discussed.

Perceptions of the sustainable development goals: a Q-methodology study with Turkish preservice teachers

This study identified preservice teachers’ perceptions toward the Sustainable Development Goals (SDGs). The study group comprised 22 Turkish preservice primary school teachers. The Q-methodology was adopted, the statements of which concerned the 17 SDGs. The data analysis revealed two main perspectives: the prioritization of basic human needs and the prioritization of future human needs. As a common perception, preservice teachers placed a higher priority on peace, justice, and strong institutions, no poverty, and quality education than on any of the other SDGs. The results shed light on how preservice teachers perceive the SDGs. Different perspectives of preservice teachers on the SDGs may influence their future teaching practice. This study highlights the importance of considering different perspectives among preservice teachers to ensure the effective implementation of SDGs in education.

The Effects of Technology-based Applications on Pre-service Primary School Teachers’ Perceptions of Science and Scientists

This research is to examine the effect of science teaching, supported by technologically based applications, on the perception of science and scientists of preservice primary school teachers. The research was carried out with 28 students enrolled in the "Science and Technology Laboratory I" course in Mersin University Faculty of Education Classroom Teaching Department undergraduate program in the fall semester of the 2019-2020 academic year. In the application process, the subjects related to science, the nature of science and scientists were processed using materials prepared with Web 2.0 tools. In the research, “Draw a Scientist Test" (DAST), developed by Chambers (1953) data collection tool, and the interview form of eight open-ended questions developed by the researchers were used. The analysis of the drawings was also carried out using quantitative research technique within the scoring according to coding Ruiz-Mallen Escales Checklist "RME-C “index developed by Ruiz-Mallen and Escales (2012). Content analysis and description analysis method were used in the analysis of interview questions. In the analysis of RME-C coding for the similarities of the preliminary and final test drawings in practice, chi-square test was applied. In practice, differences in perception of science and scientists were seen in the drawings of the candidates. As a result, it has been observed that the candidates of classroom teachers traditional of science and science in the perception express contemporary opinion about. In addition, according to the RME-C coding ruler, which is scored by considering the, and the traditional opinion of the class teacher candidates for research discipline is stated only in the perception of scientists, while other all coding indicates the opinion of contemporary scientist the perception. In particular, important perception was seen that the perception of Turkish female scientists in the gender of scientists prominent after the application in preservice primary school teachers

An Exploratory Practice Study on the Impact of the Problem-Based Learning Approach in a TEYL Course on Pre-Service Primary School Teachers

This exploratory practice study explores the impact of problem-based learning (PBL) in a teaching English to young learners (TEYL) course on pre-service primary school teachers at the Higher Institute of Arts and Crafts of Tataouine, Tunisia. A survey was used to collect information about pre-service teachers’ attitudes towards PBL. The findings suggest that the pre-service teachers found PBL to be effective and engaging as an instructional approach in that it helped them develop their critical thinking, team-building skills, and self-directed learning.

Puzzling Over Mechanical Errors: An Exploratory Practice Study

This study sought to solve the puzzle of persistent occurrence of mechanical errors in pre-service primary school teachers’ writings. Data consisted of short compositions from four intact classes (n=75) of second-year university students at the Higher Institute of Arts and Crafts of Tataouine (ISAMT), Tunisia. Results of data analysis revealed a high rate of mechanical errors and indicated that negative transfer and fossilization were major obstacles in the process of mastering L2 writing.

The Role of Task-Based Language Teaching in Fostering Tunisian Pre-service Primary School Teachers’ Functional Competence

This exploratory practice study, conducted at the Higher Institute of Human Sciences of Jendouba and the Higher Institute of Languages of Gabès, Tunisia, investigated the impact of task-based language teaching (TBLT) on pre-service teachers’ functional competence and explored both teachers’ and students’ perceptions of TBLT in their English courses. Data came primarily from classroom observations and focus-group interviews. Findings suggest that TBLT fostered pre-service teachers’ functional competence in English. Both teachers and students reported that TBLT helped improve learners’ linguistic and communicative skills.

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent bilinguals. This study aims to uncover the reasons underlying the diminishing use of IBR and focuses on the dispositions (i.e., knowledge and beliefs) of pre-service teachers regarding L2 vocabulary instruction during IBR with emergent bilinguals. Semi-structured interviews were conducted with 36 pre-service teachers in Flanders. Thematic analysis revealed a foundational knowledge base for vocabulary instruction during IBR, with most beliefs aligning with scientific evidence. Nevertheless, some beliefs contradicted research findings, particularly concerning the deliberate use of IBR to achieve specific learning objectives, harnessing students’ home languages and fully realizing IBR’s potential for optimal vocabulary acquisition. Furthermore, preconditions at the class, school, educational policy and parental levels emerged as crucial factors for effectively implementing vocabulary instruction during IBR. These findings serve as pivotal starting points for further refining pre-service teacher education and developing in-service professional development in Flanders.

Implications from a Modelling based Flipped Mathematics Course

The present study investigated the effect of the flipped classroom model, which was practiced in an undergraduate mathematics class, on pre-service primary school teachers’ ability to solve problems related to real life and modelling. This study was designed as an action research study exploring the implementation of a new teaching technique. The participants were 16 pre-service teachers who voluntarily took part in the study. The implementation period, which lasted for five weeks, included the following topics: ordered pairs, Cartesian product, relation and its characteristics, the concept of function, types of functions, and linear relation. The data in this study consisted of worksheets that had problem-solving processes, video records of classroom practices, participant journals, and field notes taken by the researcher. The data were analyzed through content analysis. It was observed that the flipped classroom model in the study enabled students to develop their mathematics language, conceptual knowledge, and the use of multiple representations by providing them with an opportunity to work on modelling and real-life problems. This model allowed students to take responsibility for their learning and also provided the teacher with an opportunity to prevent mistakes and misconceptions of students. In addition, it was observed in the data collected from classroom practices and student journals that student–student and student–teacher interactions developed as a result of the classes taught in the flipped classroom model.

Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics

ABSTRACT We examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice. We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies. Our results indicate that the teacher training period increased awareness of linguistic challenges and of the importance of students’ L1s in learning. However, some participants’ views reflected monolingual ideologies, especially regarding the conditional use of L1s. Regarding linguistic support, the participants reported using visual supports and explaining vocabulary and structures. Although many participants perceived Binogi as beneficial and motivating, less than half used it. Some participants emphasised that the practice period reinforced their understanding of the importance of multilingual pedagogies. It is important to critically reflect on the language policies and practices of Finnish teacher education and support the dialogue between research and practice regarding a shared understanding of valuing linguistic diversity in teacher education.

New Look at Soft Skills Development Through Debate Technology

The article highlights theoretical and practical aspects of the relevant contemporary issue of development of soft skills of pre-service primary school teachers by means of intensification of debate in the classroom. Modern society requires from specialists not only deep knowledge in their fields, but also the ability to effectively communicate and interact with others. Soft skills development through debate technology is a contemporary and innovative approach to enhancing essential interpersonal and communication skills. Debate technologies contribute to the development of argumentation skills, the ability to listen, respond to the arguments of opponents and express one's opinions clearly and convincingly. The approach combines the traditional practice of debate with modern technology to provide a more engaging and effective learning experience. The author analyses the problem from two perspectives: development of students’ soft skills, on the one hand, and pedagogical potential of debate in this context, on the other. The definition of the concepts “soft skills” vs “hard skills” is generalized, the factors of efficient application of debate technologies are outlined. The researcher proved that ability to arrange engaging debate in different academic courses at the university is a characteristic feature of professional competence of an innovative educator as it helps develop students’ key skills. The formation of the latter takes place both in individual subjects teaching and in the process of subjects’ integration.

How Do Pre-Service Primary School Teachers Evaluate Gender Equality in Primary School Science Textbooks?

Textbooks play a key role in shaping students' images of society and its actors. Based on the importance of this active role, in this study, third and fourth grade primary school science textbooks were examined in terms of gender equality by female pre-service primary school teachers who will become the practitioners using these textbooks. Thus, this research aims at revealing the experiences of pre-service primary school teachers based on their examination of primary school science textbooks and the evaluations used in their textbook reviews. The research was conducted using a phenomenology research design in the context of a qualitative method. Ten female pre-service primary school teachers participated in the study, which lasted seven weeks, and the data were collected through a textbook review report and a semi-structured interview form. A content analysis method was used to assess the data. The results of the study were discussed within the framework of five main themes: gender distribution, gender roles and stereotypes, the role of the teacher, the role of the textbooks, and science textbook evaluation tendencies. Suggestions were made based on these reviews.

Investigating energy literacy of pre-service primary school teachers in Greece

Today, the notion of energy has never been more critical, such that it’s become a major environmental, economic, and political issue. Education has a key role to play in cultivating the energy literacy of citizens and therefore encouraging wise and sustainable-driven decisions toward energy transition. Considering teachers are the instigators of this transition, this study investigates the level of energy literacy among 408 Greek pre-service primary school teachers using the energy literacy questionnaire (ELQ). The results indicated that pre-service teachers have low-to-moderate knowledge of energy concepts and challenges, however, show a rather satisfactory level in affect and behavior. Still, they express caution over the potential costs of renewable energy and the shift away from the prevailing energy use model. Women performed better than men in the affective and behavioral dimensions of ELQ and pre-service teachers who opted for a science or technology major in high school performed better in the cognitive and affective dimensions than those who had pursued the humanities. Finally, a correlation analysis revealed that attitude has a significant effect on behavior.