Preservice Teacher Preparation Programs Research Articles

Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers

Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.

A Two-Fold Approach in Investigating the Factors in Practice Teaching Experiences of Technology Livelihood and Vocational Education Preservice Teachers

Pre-service teacher preparation programs vary greatly across countries. The most important part of a teacher training program is pre-service teaching regarded as the element of teacher training that is most significant and influential. The study aimed to determine the constructs in practice teaching experiences of technology livelihood and vocational education preservice teachers. To accomplish the goal of this study, quantitative research design, using exploratory factor analysis was applied. In addition to employing the Principal Component Analysis (CPA), exploratory factor analysis was also utilized to determine the factor structure of the measure and assess its internal reliability. Nine preservice teachers participated in the qualitative phase of the study, and 153 preservice teachers participated in the quantitative phase using purposive and stratified random sampling techniques. The study revealed the presence of the five components which are themed in factor loadings identified as Implementing Teaching Method, Observing Time Management, Costuming Self-Evaluation, Accepting Feedback, and Battling with Adversities with the Accepting Feedback having the lowest results. The themed factor loadings had a weighted overall mean score of 4.3285, which means that it was always observed. The researchers suggested that teacher education programs help pre-service teachers overcome obstacles they face when teaching, reflect on their practice, and solve problems to prepare them better to transition to in-service teaching. A confirmatory factor analysis is suggested to confirm the study's result under investigation.

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

Video recordings have been used in pre-service teacher preparation programs to facilitate greater self-reflection through pre-service teachers’ observation of their own and their peers’ microteaching. Few studies have, however, examined the perceptions of pre-service teachers regarding the use of peer feedback reaction videos on their microteaching. Therefore, video-recorded microteaching lessons were taught by preservice English teachers and then they were given video recordings of their peer’s reaction and feedback to their microteaching video. Qualitative data about their perceptions of microteaching and feedback they received were collected and analyzed. Participants indicated that the peer reaction video feedback helped them to discern their strengths and weaknesses as teachers, and learn more about how to teach from observing others. They also said it allowed them to view themselves through others’ eyes, provided detailed feedback, encouraged honest feedback, and allowed them to analyze and reflect on their own practice. Among the criticisms they raised were feeling like they were unprepared, concerns about technical difficulties, and reacting emotionally to negative feedback. Recommendations made to improve the peer reaction video feedback experience were to provide more detail in the feedback using more detailed feedback guidelines and sample lesson activities beforehand. Implications for practice are also discussed.

Infusing the Pyramid Model into Pre-Service Teacher Preparation Programs

Infusing the Pyramid Model into Pre-Service Teacher Preparation Programs

An Investigation of Pre-Service Teacher Preparation Programs in Teacher Education and Co-Teaching Models

An Investigation of Pre-Service Teacher Preparation Programs in Teacher Education and Co-Teaching Models

The four studio structures and deep learning

PurposeThis paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor.Design/methodology/approachThis paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings.FindingsAnalysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection.Research limitations/implicationsThis action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data.Practical implicationsIt is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students.Originality/valueThis case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development.

Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools.

Educators in public schools are required to serve students in their least restrictive environment. While many evidence-based practices (EBPs), defined as practices and strategies shown by research to have meaningful effectson outcomes for autistic students are documented in the literature, less is known about EBP use among educators in public schools. Eighty-six general and special education teachers and para educators completed a survey about familiarity, training, and EBP use for included autistic children. Across roles, educators reported familiarity (98.8%), use (97.7%), and training (83.7%) in reinforcement. They reported the least familiarity with behavioral momentum (29.1%), training in both video modeling and peer-mediated instruction and intervention (18.6%), and use of video modeling (14.0%). Follow-up interviews (n = 80) highlighted mixed understanding of EBP definitions and use. Implications for inclusive education are discussed including autism-specific EBP training within pre-service teacher preparation programs.

Integrating Computing into Preservice Teacher Preparation Programs across the Core: Language, Mathematics, and Science

This paper describes the beginning of a design-based research project for integrating computing activities in preservice teacher programs throughout a middle and secondary education department. Computing integration activities use computing tools, like programming, to support learning in non-computing disciplines. The paper begins with the motivation for integrating computing that encouraged widespread buy-in, design goals, and design parameters. The primary motivating factor for this work was preparing teachers to use technology to support learning in their classrooms. Involving computing education faculty in the preparation enabled the activities to include computer science and spread computational literacy. The paper also describes the process and year-long timeline for designing and implementing the integrations, followed by the details of the computing integrated activities. Last, the paper describes preservice teachers’ reactions to computing integration, focusing on before-and-after perceptions and knowledge of computing. Preservice teachers perceptions and knowledge of computing evolved similarly to teachers who engage in different approaches to learning about integrated computing, such as in elective or educational technology courses, suggesting that this approach is effective for engaging all teachers in integrating computing. In particular, the common feature that ignited teachers’ excitement about integrating computing was offering new opportunities to improve student learning and providing engaging activities within their non-computing discipline.

Exploring the sign language proficiency of university undergraduate students in a preservices preparation program for teachers of deaf students

ABSTRACT Communication through sign language is essential for teachers of deaf students. This study sought to assess and evaluate the sign language proficiency of preservice teachers of deaf students to help preservice teacher preparation program designers identify what aspects of sign language need to be focused on and provide recommendations to improve preservice teachers’ sign language levels. An exploratory research design was used through questionnaires distributed to a convenience sample. The research subjects were undergraduate female students (N = 36) enrolled in a Saudi Arabian university’s preservice preparation program for teachers of deaf students. This study’s results indicate that preservice teachers of deaf and hard of hearing students scored highly for lexical signs, on an average level for iconic lexical signs, but on a low level for the domain of arbitrary lexical signs. There was a significant effect of participants’ grade point averages (GPAs) on their overall sign language proficiency score. No significant effect of age, academic level, and the number of completed sign language training on overall sign language proficiency score was reported. This study’s outcomes show that preservice teachers’ sign language level needs to be improved and developed. Recommendations are presented for future research and preservice teacher preparation program designers to develop learners’ sign language skills.

Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers

Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.

The Effectiveness of In-Person versus Online Instruction in the Pre-service Teacher Preparation Programme

In reference to the reflective nature of the methodological design of the current pre-service English teacher education program at the Faculty of Arts, University of Ljubljana, considerable challenges related to teacher-education were noted during the emergency online switch. For this reason, the theory/practice connections, typically strengthened via the practical, experiential and reflective components of university teacher-education programs, were put to the test. The research is aimed at identifying the challenges of the online switch and focuses on comparison of the effectiveness of in-person versus online instruction in the pre-service English teacher preparation program. The research questions seek to examine whether teacher-training sessions online are more demanding and challenging, and potentially less effective (as perceived by the respondents), compared to the in-person teacher-training practices. The study results offer a valuable insight into the teacher-trainees’ perceptions of the challenges and effectiveness of the online English teacher-training course implementation in comparison with the in-person mode.

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

An Action Research Investigation of the Impact of Using Online Feedback Videos to Promote Self-Reflection on the Microteaching of Preservice EFL Teachers.

A growing number of researchers have investigated the potential of using video recordings to foster greater self-reflection in pre-service teacher preparation programs. However, at present, few investigations have explored secondary-level pre-service teachers’ perceptions of in-the-moment video recorded feedback on their teaching. Thus, pre-service teachers taught video recorded microteaching lessons and were given video recorded feedback from their course instructor. The lessons were conducted during the Covid-19 lockdown so it was not possible for the course instructor to conduct more interactive face-to-face lessons. Each participant’s lesson with instructor feedback was shared with their classmates. Qualitative data were collected and analyzed regarding their experiences and perceptions of the microteaching and feedback they received. Findings revealed that they learned general teaching principles, and identified several specific teaching practices (e.g., lesson planning). They also felt that the feedback was extensive and detailed and offered an objective perspective on their teaching that they could review many times. Some drawbacks of the video feedback included their nervousness about sharing it, some reservations they had regarding the authenticity of the process, and their requests for greater interaction with peers about the feedback.

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective.

The Covid-19 pandemic has precipitated dramatic changes in education systems around the world and pre-service teacher preparation programs have been notably impacted by the associated difficulties and constraints. Due to lockdown of universities and schools, practicum placements had to shift from in-person to virtual learning environments. However, being a practical classroom activity, practicum posed particular challenges that prompted teacher educators to make adjustments in their pedagogical strategies to meet the course requirements. The present study reports on the first cycle of an action research project undertaken to respond to the practicum crisis caused by the Covid-19 restrictions. Conducted with eleven practicum students, this research investigated whether engaging student teachers in vicarious experiences of critical incidents through Kolb’s experiential learning cycle via a collaborative virtual application could create meaningful learning. The results indicated that the intervention process had the characteristics of active, constructive, authentic, intentional, and collaborative, and as well it led to improvements in practicum students’ domain-specific knowledge and skills. Despite a few number of concerns raised, which will be utilized to refine the future implementations of the first action plan, the practicum students reported that this experience supported them during remote practicum and contributed positively to their development. Drawing on the results of the study, a series of rationales for the use of virtual vicarious experiences of critical incidents during Covid-19 and beyond are provided.

They Do It for the Culture: Analyzing Why Black Men Enter the Field of Special Education

Abstract Using racial formation theory as the ballast of this study, I interviewed seven Black men who were in preservice special education teacher preparation programs about what motivated them to enter the field. Data collection methods and analysis focused on participants’ educational trajectories and introductions to the field of special education. I found that Black men in this study chose to enter special education as a result of varying influences, including prior experiences working with children or the suggestions of mentors. All participants indicated that they were “doing it for the culture”; that is, their career choices were in response to a pressing desire to be agents of change, primarily driven by an awareness of the needs of Black boys who are disproportionately represented in special education programs across the United States. Finally, I explore implications for future research and practice.

Helping Pre-Service Student Teachers Develop Teaching Skills in English Proficiency Courses in an EFL Teacher Education Program: A Phenomenological Study

Teacher education programs seek to equip EFL pre-service student teachers with pedagogical and teaching skills. Existing research showed that pre-service teacher preparation programs deliver pedagogical knowledge and teaching skills in the form of courses focusing on pedagogy and teaching, demonstrative classes, and teaching practicums. However, sometimes this is not enough to prepare EFL teachers well. This fact has made some teacher preparation programs to explore other alternatives. Therefore, the purpose of this qualitative phenomenological study was to examine the lived experiences of 10 EFL teacher educators and 10 pre-service EFL student teachers about the development of English teaching skills in courses meant to develop English proficiency in a pre-service EFL teacher education program at a public university in Nicaragua. Data were collected utilizing structured interviews, document analysis, and classroom observations. Findings demonstrated that English proficiency courses are an excellent source to help pre-service student teachers develop pedagogical and didactic knowledge. To achieve that, EFL teacher educators provide student teachers with a didactic explanation of teaching strategies they use to teach English skills. Student teachers, on the other hand, keep a record of those explanations in a diary with their reflections about the effectiveness of teaching and learning strategies. Student teachers are given opportunities to teach their classmates demo classes using some of the strategies or activities their professors used. Student teachers found this way of acquiring teaching skills challenging but useful. In the beginning, they feel nervous; however, as they progress, they get used to that integrated learning approach. Finally, participants said that the pedagogical diaries created by student teachers are used not only in demo lessons but also in their teaching practicum as well as when student teachers teach for the first time in schools.

Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

Empowering Early Childhood Pre-Service Teachers with Tech Fluency

Many early childhood pre-service teachers will bring some experience with technology into college which may include word processing, gaming, and social media. Some will have a knowledge of block or html programming.Working adult students often bring less experience. Technology in a 21st century elementary classroom integrates technology tools intentionally and ethically. Teachers need to be able to adapt to new technologies and coding languages quickly. Teachers need to embrace the interdisciplinary nature of Science- Technology-Engineering-Mathematics (STEM). A complex myriad of tools and strategies exist. This can seem overwhelming and disconnected from the individual disciplinary goals in the classroom. Pre-service teacher preparation programs must empower pre-service teachers with technology fluency in order to respond to fluid and diverse challenges of the 21st century classroom. This exploratory research project synthesizes pedagogy, international technology standards, peer groups, technology trainings, student evaluations, growth mindset theory, and common readers to reform a small liberal arts college’s approach to early childhood pre-service teacher preparation. The curriculum revision was guided by these questions: 1) How do our pre-service teachers relate to the present and future worlds of themselves and of their students? 2) How can pre-services programs empower early childhood teachers with tech fluency? The exploration involved undergraduate pre-service teachers over a 6-year period. The research resulted in a five-phase approach to educational technology that consists of Play, Learn, Create, Plan, and Share. Pre-service teachers explore technology tools, learn how they work, create innovative robots and projects from the tools, plan curricula that integrate those tools, and develop agency through sharing their thinking, curricula, and projects with the broader educational community. This approach can offer innovative systemic changes in education technology pedagogy.

Expanding EAL expertise: Taking a multilingual stance

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Teacher Readiness to Work With English Language Learners: Arizona Context

Arizona is one of six states leading the nation in English language learner (ELL) student enrollments and requiring all teachers to complete coursework in methods of teaching ELLs. This policy requirement has impacted teacher preparation programs and the field of teacher education as a whole. As such, there is a growing need to identify and evaluate factors that contribute to ELL teacher readiness. This exploratory survey study examines teacher readiness to work with ELLs in comprehensive public high schools in Arizona. This study was conducted using a survey instrument administered to in-service teachers (n = 444). Correlation analyses indicate that there is a strong association between preservice preparation, preservice exposure to ELLs, and the feeling of readiness to serve ELLs. The findings make a strong case for further examination of preservice teacher preparation programs, in-service professional development, and their relationship to teacher readiness.