Pre-service Student Teachers Research Articles

Muffled Voices from Thai Pre-Service Teachers: Challenges and Difficulties during Teaching Practicum

The study aimed at exploring the perceptions pre-service student teachers had about their challenges and difficulties that hindered their teaching. The present study espoused a convergent mixed-methods approach, which adopted a questionnaire and semi-structured focused-groupinterviews as the research instruments. The participants of this small-scale study were B.Ed. Students at a university in Thailand. There were 78 participants in a quantitative phase, while 17 of them participated in a semi-structured-focus-group interview. The findings demonstrated around 4 dimensions of various constraints and challenges. This embodied: communication factors, instructional factors, student-related factors, and support-related factors. Based on One- Way ANOVA, most students appeared to face similar challenges. However, pre-service student teachers at early childhood and primary school levels highlighted the different challenges which they encountered during their practicum experience concerning various teaching methods used in their lessons. The findings also addressed some areas which needed improvement in the teacher education program. Recommendations were suggested to enhance practical and effective teacher education among future teachers in Thailand.

Reimagining an elementary teacher education preparation program: Striving for integrated teaching

Despite elementary teacher education programs preparing preservice teachers in the main content areas of literacy, math, science, and social studies, few elementary school classrooms teach all four content areas on a regular and thorough basis. Therefore, elementary education teacher preparation programs should be redesigned to support an integrated teaching model of all four content areas in order to better prepare preservice teachers (PST) to serve elementary students. The main research question for this study was "How does a collaborative and integrated elementary education program impact PSTs’ knowledge and understanding of an integrated K-6 elementary classroom?" The sample included 12 preservice education students at a Midwest, private liberal arts university. The study occurred over three semesters in a newly developed integrated elementary education program. Data tools collected included: field experience lesson plans, preservice classroom observations, a survey of experiences, video-recorded lessons, and the edTPA. When looking at the different types of integration, the most common was interdisciplinary teaching where one content area supported the work of another. The lack of integration may be due to limited or no tools available to support preservice teachers to teach in this fashion. To answer the research question, it was found that the PSTs graduated from the preservice program and entered their own classrooms with a vague understanding of integrated teaching. Although our program was integrated in the delivery of content and field experience, the transparency was not revealed to the PSTs during their methods classes and field work.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

The pedagogical effects of psychogeographic urban exploration and mapping

ABSTRACT This article outlines research on incorporating the notion of psychogeography into an educational context in order to examine its pedagogical benefits empirically. The psychogeographic project implemented involved preservice (student) teachers in South Korea exploring urban space, reflecting on their experiences and creating psychogeographic maps. Based on a thematic analysis of the participants’ reflections, the findings are divided into three main categories: discovering diverse components in urban spaces, creatively experiencing urban space, and understanding the pedagogical implications of the psychogeographic activity – all of which are discussed with reference to the participants’ written reflections on the project. The article concludes by indicating how the research could be transformed, expanded and elaborated upon in urban space theory, by diversifying fieldwork strategies and in utilising creative visualisation.

Effectiveness of the WebQuest Strategy-Based Educational Platform and Learning Environment in Acquiring Biological Concepts and Systemic Thinking in the Biology Course among Pre-Service Teachers

This study aims at uncovering the effectiveness of the WebQuest strategy-based learning environment in the teaching of biological concepts and imparting of systemic thinking. The participants of the study, 64 pre-service teachers (students) for the 2020–2021 academic year, were divided randomly into experimental and control groups. WhatsApp groups were used to communicate with the students. To achieve the study’s objectives, a teacher’s manual for biological concepts was prepared following the WebQuest Model; the WebQuests were created using the Zunal computer programmes. Both biological concepts and systemic thinking assessments were prepared and the study tools were tested for accuracy and reliability. To answer the research questions, data were analysed using ANCOVA and MANCOVA. There were significant differences between the average performances of the two study groups on the scale of the acquisition of biological concepts in favour of the experimental group. Additionally, there were significant differences between the average performances of the groups on a scale of systemic thinking in favour of the experimental group. The results encouraged the educational supervisors to hold training courses and workshops for science teachers, training them in the use of the WebQuest strategy in science teaching and urging its implementation in teaching – through individual instruction and publications. The Ministry of Education must play a role in designing and writing the science curricula and provide a guide for the teachers explaining the ways to employ the WebQuest strategy in the process of teaching science.

The level of understanding scientific and engineering practices in light of the next generation science standards among preservice student teachers

The purpose of the study is to investigate the level of understanding of first three grade preservice teachers of the scientific and engineering practices according to next generation science standards (NGSS) at the World Islamic Sciences University. The sample of the study consisted of 154 fourth year female student teachers at International Islamic Sciences University in the academic year 2019/2020. The study administered a questionnaire containing 32 items that show the indicators of scientific and engineering practices. Its validity and reliability were checked by a committee of experts and by calculating Cronbach's Alpha coefficient which was 0.90. The findings of the study showed that the level of the student teachers’ understanding of scientific and engineering practices in light of the next generation of science standards was low. The study recommended the need to reconsider the plans of the bachelor’s degree class teacher and the importance of providing a science laboratory to teach scientific courses at the university. Key words: First three grade teachers, scientific and engineering practices, Science Standards (NGSS).

Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators

A principle of sustainable development is that environmental matters are best handled with the participation of all concerned citizens. The UN has identified a gap between innovative teaching and learning methods and a participatory approach at institutions of higher education (IHE) to support interdisciplinary action. This paper shares the learning experiences of pre-service teacher students who took part in a participatory approach to educating for sustainable development in a South African IHE. A survey research design was used to collect the data from a large group (n = 376) of students over one semester. A qualitative research approach used the compulsory module’s teaching and learning tasks as intervention. Narratives were completed in groups upon completion of the module. This research established that when including a participatory approach in teaching and learning in an education for sustainable development (ESD) module at a South African IHE social learning indicators (learning, critical thinking, problem solving and dealing with conflict) emerged and students used their different perspectives when reasoning to participate collaboratively to work toward resolving environmental issues. The significance of this paper is that social learning indicators have been identified in multidisciplinary pre-service teaching and learning in a developing country when using a participatory approach in a higher education ESD module.

The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Factors Affecting the Pre-service Student Teachers’ Performance in Implementing the Questioning Skills in their Microteaching Practices

before they undergo the real teaching practices at schools. To this end, the study aims are to explore the factors which affecting the pre-service student teachers’ performance in implementing the questioning skills during their microteaching practices. This study employed a case study research design by collecting qualitative data. A small group consisting of 32 pre-service student teachers was interviewed regarding what things affecting their performance in implementing the questioning skills when teaching Bahasa Indonesia, the official language of Indonesia, during their microteaching practices. Thematic analysis was conducted for analyzing the qualitative data. The findings show the internal and external factors affecting their performance in implementing the questioning skills during their microteaching practices. The study findings could inform the improvement of the microteaching practices to increase the pre-service student teachers’ performances

Preservice Teachers’ Motivations for the Accounting Teaching Profession: Fit-Choice Findings from a Selected Public Universities in Ghana

Teacher motivation influences teachers’ actions in the classroom and student achievement. Grounded in the FIT-Choice model, the study investigated the perception of preservice teachers about accounting teaching profession. Again, the study examined the motivational factors that attract preservice teachers to the accounting teaching profession. Descriptive cross-sectional survey design was used for the study. The population comprised all final year Bachelor of Education accounting students of University of Cape Coast and University of Education, Winneba (i.e 2018/19 academic year). Proportionate stratified sampling technique was utilised to engage 226 preservice teachers (students) in a survey. FIT-Choice scale developed by Watt and Richardson (2007) was adapted and used. Data to answer research question 1 and 2 were analysed using mean and standard deviation. Findings revealed that preservice teachers have a positive perception about the accounting teaching profession. Again, findings showed that preservice teachers were attracted to the accounting teaching profession predominantly by social utility value and personal utility values. The study recommends that academic advisors, counsellors and faculty must continue to strengthen career guidance and counselling among students (i.e., preservice teachers) to sustain the positive view that preservice teachers have about the accounting teaching profession. Keywords: Accounting, Teaching, Motivational factors, Career Choice, Interest DOI: 10.7176/JEP/12-6-06 Publication date: February 28 th 2021

The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter?

Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged by pre- and inservice teachers. The results suggest that (preservice) teachers’ judgments were affected by the judgment dimension. Study 1 revealed that teachers apply gender stereotypes in their judgments on mathematical ability: Teachers perceived female students’ mathematical ability as lower than male students’ mathematical ability. Furthermore, in Study 1 (inservice teachers) and Study 2 (preservice teachers) students’ ethnicity influenced judgments on language proficiency. Beyond that, in Study 2 even judgments on mathematical ability were influenced by the information on students’ ethnicity. However, the interplay of the student characteristics is crucial for preservice teachers while it is not for inservice teachers.

Pre-service Teachers’ Readiness for Emergency Remote Learning in the Wake of COVID-19

The purpose of the study was to determine pre-service student teachers’ readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = .90) followed by self-directed learning (M = 3.82, SD = .93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =.82) and females (M = 3.57, SD = .76), t (.94), p = .349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = .79) and level 200 pre-service teachers (M = 3.68, SD = .85) t (-.122), p = .903.

Pre-service student teachers’ conceptions of the notion of limit

ABSTRACT The concept of the limit is often experienced as a very abstract concept. In this study we explore the understanding of the concept of the limit with 74 students who are prospective high school mathematics teachers. The study is located within the first of three calculus courses which they study as part of their bachelor’s degree in education at a university in South Africa. The students were asked to describe what they understood by the limit of a function at a certain point. The written responses were analysed inductively and six categories were identified as descriptors of the responses. Understanding the concept of the limit of a function requires the coordination of many processes, encompassing various constructs which must satisfy certain conditions for the limit to exist. The students in each category seemed to have differentiated between some constructs and conditions but struggled with others. Their responses also revealed differences in the way in which the language was used to describe the concept. This study strengthens existing research findings about students’ struggles with the formal mathematical language as well as their struggles with dealing with variation induced by the different constructs embedded in the concept.

The Relationship Between Pre-service Teachers’ Spatial Experience and Spatial Visualisation at a Rural-based University

Over several years, first-year pre-service education students regularly experienced difficulty with engineering graphics activities. Research has already established that these activities require the use of well-developed spatial visualisation which is, for the most part, determined by a persons’ spatial experience. The importance of this study was that very little is known about rural students’ spatial experience; therefore, this quantitative study focused on the relationship between students’ pre-university spatial life experience and spatial visualisation at a South African university in KwaZulu–Natal province. Fifty females and 50 males were randomly selected from a cohort of first-year engineering graphics students. The study was grounded in the socio-cultural learning theory which advances that learning is both a physical and an intellectual activity. Therefore, the assumption was that the nature and repetition of spatial-type life experience have had an impact on the acquisition and retention of spatial visualisation. Following a non-experimental design, two research instruments, a Spatial Experience Questionnaire and a Spatial Visualisation Test, were used to quantify a Spatial Experience score and a Spatial Visualisation score, respectively. Correlation and linear regression were used to investigate the significance of the relationship. Overall, spatial life experience did not have any significant correlation with students’ spatial visualisation; however, within the constructs of spatial activities, playing traditional games and using computers were significant predictors. In contrast to previous studies, sketching was not sufficient evidence to predict spatial visualisation. The study recommends that teachers in spatial visualisation-dependent subjects, such as technology and engineering graphics design, could include games with a strong eye–hand–foot coordination component as well as playing and doing computer-type activities to enhance learners’ spatial visualisation.

Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education

In this study, static visual displays of titration created by the university-level pre-service chemistry education students was investigated. The aim for the students was to learn the theory of titrations, using self-prepared cartoon strips with supportive texts. Attention was paid to the titration cartoon strips students made which were suitable for both learning and teaching purposes. The basis of this study was students’ own drawings: students observed and visualized the titration process, and built their own representation of it. Simple models were created using pencil and paper. The goals were to determine how students regard the learning tool, how drawing cartoon strips helps their learning, and what kind of demands can be stated for a clear and pedagogically valuable titration cartoon strip. The research methods used were a questionnaire for students, analysis of students’ task reports, and interviews with the course instructors. Students found the visualization of titration using cartoon strips to be motivating and positive, as well as useful for their own learning. They also felt it was a new method for considering titration. It helped them deepen their understanding of titration and assess it to be useful for their work in the future as teachers. According to the course instructors, students needed supportive discussions to accompany their drawing tasks. Furthermore, cartoon strips were a valuable tool for instructors to evaluate learners’ understanding and to correct misconceptions.

The Role of Collaboration Throughout the Agricultural Education Student Teaching Experience

When educators collaborate to create different products, construct knowledge, and solve problems, they develop their collegiality and it motivates them to return each year. Vygotsky’s Sociocultural Theory (1962) aided in the understanding of pre-service teachers’ experiences related to collaboration during their teacher preparation program. The purpose of this study was to investigate the collaborative efforts conducted among student teachers hosted in school-based agricultural education programs. Findings in this study indicated that working with other teachers enhanced pre-service student teacher’s ability to create activities. Participants believed technology could enhance collaboration. Collaboration occurred with various audiences throughout the student teaching semester with participants indicating they primarily worked with their cooperating teacher, other student teachers, and agriculture teachers. Many regularly collaborated with their former high school agriculture teacher. The results indicate that teacher preparation programs need to develop collaborative opportunities throughout the collegiate experience

Creating Props: Improving Writing Skills of Teaching Materials of Elementary Teacher Education Students through Project-Based Learning Model

This study aimed to determine the improvement in writing skills of science teaching materials for elementary school teachers students through the Project-Based Learning (PjBL) model. This study used a quasi-experimental method with One Group Pretest-Posttest Design using portfolio assessment sheets to write science teaching materials. Data were analyzed using a T-test. This study's subjects were pre-service teacher students who contracted Natural Science Learning courses in the Elementary Teacher Education Program. The study results indicated that PjBL could increase pre-service teachers' skills in developing teaching materials relevant to the 21st-century skills, students' character, and the applicable curriculum. This result is evidenced by the results of the assessment, which increased significantly from 2.04 to 3.25. It is also based on the Wilcoxon test that Asymp.Sig. (2-tailed) 0.05 which is 0.000. It means that there is an influence in the form of an increase in the PjBL model's use of the writing skills of science teaching materials for elementary teacher students. This study recommends that the PjBL model can be used as an alternative learning model to improve the writing skills of teaching materials for students.

Career and Technical Education Experiences Relationship to Technology Attitudes, Self-regulation and Grit

Career and Technical Education (CTE) secondary school experiences have a positive impact on career development and academic achievement. This study explores other positive impacts such as technology attitudes, persistence, and cognitive traits that are associated with career and academic success. This study investigated the relationships between high school CTE experiences of 103 pre-service education students and technology attitudes, grit, and self-regulated learning. The results demonstrate a statistically significant positive correlation between the number of CTE courses taken in high school and technology dependence. Similarly, there is a positive correlation between CTE courses and self-regulatory skills. Grit was positively correlated with internship experiences in high school.

ANALYSING THE LEVEL OF ORGANIC CHEMISTRY ANXIETY OF PRE-SERVICE EDUCATION STUDENTS

ANALISIS TINGKAT KECEMASAN KIMIA ORGANIK MAHASISWA PRA JASA PENDIDIKANAbstractSeveral studies have reported that poor performance of organic chemistry among students has been attributed partly to organic chemistry anxiety. The purpose of this study is to investigate the level of organic chemistry anxiety among chemistry education students. Sequential explanatory mixed methods approach employed in the study. Due to COVID-19 Pandemic, 142 pre-service education students from four universities were chosen using the convenience sampling technique. The questionnaires were distributed to the participants using google form. This quantitative data generation was followed by a semi-structured interview with 2 students from each university. Quantitative data gathered were analyzed using descriptive statistics meanwhile qualitative data from interviews were analyzed using thematic analysis. The results show that 5.63% of students have low anxiety, 81.69% of students have moderate anxiety levels, while 12.68% of students have high anxiety levels. On average the anxiety level of chemistry education students is at a moderate level with a score was 62. According to students, this anxiety was influenced by the complexity of organic chemistry lesson materials, lecturer strategies in teaching organic chemistry, and their previous knowledge of chemistry. Further study should be carried out to analyze the factors that influence students’ anxiety.AbstrakSejumlah penelitian telah melaporkan bahwa buruknya performa mahasiswa pada mata kuliah kimia organik berkaitan dengan kecemasan mereka terhadap kimia organik. Tujuan dari penelitian ini adalah untuk mengetahui tingkat kecemasan mahasiwa Pendidikan Kimia terhadap perkuliahan Kimia Organik. Pendekatan metode campuran eksplanatori sekuensial digunakan dalam penelitian ini. Akibat Pandemi COVID-19, sebanyak 142 mahasiswa Pendidikan kimia dari empat universitas dengan menggunakan teknik convenience sampling. Kuisioner dibagikan kepada peserta menggunakan google form. Penyebaran kuesioner ini dilanjutkan dengan wawancara semi struktur dengan 2 mahasiswa dari masing-masing universitas. Data kuantitatif yang terkumpul dianalisis menggunakan statistik deskriptif sedangkan data kualitatif dari wawancara dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan 5,63% siswa memiliki tingkat kecemasan rendah, 81,69% siswa memiliki tingkat kecemasan sedang, sedangkan 12,68% siswa memiliki tingkat kecemasan tinggi. Rata-rata tingkat kecemasan mahasiswa pendidikan kimia berada pada tingkat sedang dengan skor 62. Menurut mahasiswa, kecemasan ini dipengaruhi oleh kompleksitas materi pelajaran kimia organik, strategi dosen dalam pembelajaran kimia organik dan pengetahuan sebelumnya tentang kimia. Studi lebih dapat dilakukan untuk menganalisis faktor-faktor yang mempengaruhi kecemasan siswa.

Walking ABER: Of pedagogy, practice and potentiality

This paper seeks to explain and share resources with teachers/colleagues to help them incorporate a walking-based Arts-Based Educational Research in their own classrooms. First, it proposes walking to be a viable research, art-making and pedagogical tool; followed with a template to use in the classroom to help pre-service art education students complete an ABER project. The essay ends with an example of the author's own walking-based ABER project to use as an exemplar.