Preservice Teacher Learning Research Articles

Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers

This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/faculty collaborations have the potential to improve literacy teacher preparation programs by providing designed opportunities for active, concrete engagement coupled with structured reflection.

Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship

The aim of this research is two-fold: to investigate (a) the potential of computer-assisted argument mapping practices for promoting pre-service teachers' self-regulation of learning and problem-solving skills; and (b) the link between these two higher-order thinking skills. To address this aim, a pre-test post-test quasi-experimental design with a control group was adopted. Sixty pre-service teachers enrolled in an early childhood education department at a middle-sized university in Turkey were allocated to one of two groups: A computer-assisted argument mapping group or a control group. A problem-solving inventory and an online self-regulation of learning scale were used as data collection instruments, before and after a 14-week intervention period. Statistical significance was analyzed by using a multivariate analysis of variance. The results depicted statistically significant progress in pre-service teachers’ self-regulation of learning and problem-solving skills of the students in the experimental group where computer-assisted argument mapping practices were used as homework assignments after the topics of the course were introduced by the instructor as compared to pre-service teachers in the control group who did not engage in any computer-assisted argument-based assignments. Experimental evidence further supported that self-regulation of learning skills are significantly positively correlated with problem-solving skills. This study advances our knowledge of engaging in computer-assisted argument mapping practices by using a free software tool (ARTOO) to be an appropriate course of action to encourage pre-service teachers to regulate their learning experiences and problem-solving processes.

Disciplinary Literacy Learning at the Museum: Supporting Preservice Teachers’ Expanded Understandings of Multimodality

ABSTRACT Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors’ report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher’s learning about multimodality and social semiotics in relation to preservice teachers’ content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines.

Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S.: An analysis of TALIS 2018

This study (N = 1175) examined relationships between mechanisms of teacher education and lower-secondary teacher practices, self-efficacy, and job satisfaction in the U.S. Through secondary analysis of Teaching and Learning International Survey (TALIS) 2018 data, we investigated relations between these important constructs and various formal and informal pre-service and in-service teacher learning activities (e.g., types of professional development, induction, mentoring, teacher cooperation). Multi-level regression analyses adjusted for the TALIS sampling design—and controlling for an array of teacher and school characteristics—revealed evidence for the potential value of a variety of teacher-education mechanisms. For instance, we found evidence for the potential benefit of teacher cooperation, particular pre-service teacher education foci, and specific in-service teacher education activities. Limitations and future directions are discussed.

Knowledge Models on Biosphere Reserves for Visual and Sustainable Meaningful Learning in Pre-Service Teachers

Abstract It is undeniable that climate change has become one of the greatest global challenges facing humanity in the coming decades. Since the Earth Summit held in Rio de Janeiro in 1992, all climate summits have emphasized the importance of sustainability through commitments that set the framework for a low-emission development model. Education, as a training field for the rest of the professions, has the responsibility to promote sustainability and this would be feasible considering environmental education as the backbone of the rest of the subjects of the different educational stages. This article presents the visual methodology of knowledge modeling through the use of concept maps and the free software Cmap Tools (ihmc, Florida) as a possibility to promote environmental awareness and sustainability in teachers in training. In compliance with the 4th and 15th sdg s of the 2030 Agenda, the theme of “biosphere reserves” was selected. The intention was to develop conceptually transparent audiovisual teaching material which would enhance environmental education. This material can be used by any primary school anywhere in the world as an alternative to textbooks and as a proposal for motivation and meaningful learning for their future primary school students.

How Preservice Teachers Learn through a Pedagogy of Enactment in a Middle School Mathematics Methods Course

Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to enact teaching practices and to learn from that enactment. However, little is known about how preservice teachers learn from pedagogies of enactment. This study examines how preservice teachers learn through the implementation of a pedagogy of enactment, the Bellringer Sequence, in the context of a middle school mathematics methods course. The results of the study show that preservice teacher learning takes place through rich generative conversation centered on preservice teachers’ contributions and collaboratively negotiated interactions with those contributions. The study identified communication that prompted learning (learning prompts), 16 speech events that characterized conversation in the learning prompts, and three stages of learning in the learning prompts—Initiation, Precisification, and Equilibration. The study provides insight into how preservice teacher learning can be supported through intentional use of pedagogies of enactment.

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

ABSTRACT We reviewed the empirical research literature in which videos of classroom practice had been used to foster the learning of pre-service and/or in-service early childhood education (ECE) teachers. The first goal was to identify research trends and gaps to inform the work of ECE researchers. Most studies have been conducted with in-service teachers within professional development programmes and stand-alone projects. No research has investigated how ECE teachers’ learning is affected by the situation type featured in videos, the teachers showcased, the length of videos or the age of the children videotaped. The field needs more large-scale studies focusing on the impact of specific video-related variables and conducted in diverse learning settings. The second goal was to illustrate diverse ways in which classroom videos have been used to foster ECE teachers’ learning. Key studies showcasing effective approaches are presented. The significance of this article relies on being the first systematic review focusing on classroom videos in the field of ECE, thereby contributing to raising ECE teachers’ awareness of their learning ecologies.

예비교사의 창의적 체험활동 프로그램 개발 경험에 대한 연구

Purpose: The purpose of this study was to analyze the pre-service teachers' experiences while developing creative experience activities programs and to suggest teaching and learning for pre-service teachers' creative activities experience program development competency. Methods: Qualitative data were collected from twenty creative experience activities programs results developed by 4th year pre-service teachers who took ‘Understanding of Creative Experience Activities Curriculum’ at “A” University and 63 pre-service teachers' reflective journals. For the analysis and summary of qualitative data, the key words were derived through open coding and classification processes. Results: The results of this study were follows. Pre-service teachers' experiences in developing creative experience activities programs included 1 in-depth understanding of the intrinsic and essential values of creative experience activities, 2 acquisition of practical knowledge for the development of creative experience activities programs, 3 experience of the value and importance of collective intelligence,4 teacher's agency experience as an agent of curriculum development, 5 change of perception regarding student evaluation of creative experience activities, 6 intrinsic motivation, achievement and growth for the development of creative experience activities programs, 7 competence as a creative experience activities programs designer, 8 teacher as researcher, and establishment of a teacher with expertise, 9 and consideration and reflection of program design and instruction. Conclusion: In order to improve the competency of pre-service teachers for creative experience activities programs development, it was necessary to apply project-based learning that could assist in the pre-service teacher's agency for creative experience activities program development.

Thai Pre-Service Teacher Learning Management Model Development for Online Learning and Coaching

With the emergence of the Covid-19 epidemic the realization that online teaching and learning management became a high priority with many education institutions worldwide. In Thailand, government mandated online learning and coaching solutions became the ’New Normal’ imperative across all levels of the educational system. Therefore, the researchers undertook a systematic literature review (SLR) of both Thai and international literature to establish which factors played a key role. From the SLR, a determination was made that the proposed model should contain project-based learning management (PBLM) and online coaching through information communication technology (ICT) systems. The results revealed that the proposed model should contain six main steps which the authors labeled the DSPDPE Model (define, select, plan, do, present, evaluate). The six steps of learning activities included Step 1’s planning to enter a project, Step 2’s choosing a project topic, Step 3’s planning and analysis of work, Step 4’s project implementation, Step 5’s presentation of study results, and Step 6’s project evaluation.

“FILM CLUB” AS THE INTERACTIVE TECHNOLOGY IN PRE-SERVICE ENGLISH TEACHERS TRAINING

The article focuses on the theoretical substantiation of using the “film club” interactive technology as a relevant and effective tool for interactive learning in pre-service English teachers’ training. The aim of the presented study is to define the term interactive learning, provide its characteristics, ground the importance of the usage and suggest selection criteria of authentic videos in the integrated formation of professional foreign language communicative and methodological competencies of pre-service English teachers. It also outlines the stages of working with fragments of authentic videos within the implementation of the subsystem of exercises for the “film club” interactive technology. The article suggests practical advice on the implementation of the “movie club” interactive technology for the formation of foreign language communicative, professional communicative and professional and methodological competencies of pre-service English teachers at the “English Teacher’s Film Club” training session. It also provides an illustrative set of exercises for pre-service English teachers on the topic “In the World of Music” (Year 3 – Year 4) on the material of the film “The Bohemian Rhapsody”.

An Investigation the Competence of Preservice Teachers of Economics in the Industrial Revolution Era: A Literature Review

In the 21st Century, advances in information and technology have spurred open access to economic learning for preservice teachers. Reinventing competencies needs to be done to keep pace with the advancement of knowledge and technology in the industrial revolution era. This paper aims to investigate the competence of preservice teachers of economics in the industrial revolution era. The literature review is used to find the challenges faced and the competencies needed by prospective economics teachers. Various relevant and credible literature (Science Direct, Taylor Francis, Emerald) for two decades have been fast reviewed and comprehensively to show the phases, levels, knowledge, competencies, and cognitive-noncognitive domains. The review findings reveal the challenges that preservice teachers of economics face as a provision for mastering competencies as teachers in the industrial revolution era. Next, a synthesis of the competency reviews is needed for preservice teachers of economics to present relevant and credible studies. Finally, this paper has implications for competencies that need to be prepared or reinvented through actions and policies that lead to professional economics teachers.

Programming learning and teaching of pre-service computer science teachers: Challenges, concerns, and solutions

This study investigates pre-service computer science (CS) teachers’ perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Türkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers’ abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.

Views across the boundary: School-based co-teachers experiences with co-teaching in initial teacher education

School and university partnerships are widely promoted as an effective means to support the preparation of pre-service teachers (PSTs). However, these partnerships are rarely conceived with practicing teachers working in a university context as co-teachers with university teacher educators. School-based co-teachers (SBCTs) (practicing teachers who contribute to Initial Teacher Education (ITE) by teaching alongside university-based teacher educators) contribute to ITE through their support for curriculum and assessment development, providing opportunities for observation and experiences in schools, and teaching with university teacher educators. However, the role of a SBCT requires some careful navigation and negotiation of the educational spaces that a SBCT must cross as they teach in university classrooms and foster a co-teaching relationship. This research articulates the process of boundary crossing that four SBCTs undertook as they supported the development of pre-service science teachers. Boundaries exist between the practices and perspectives of teaching school science students and teaching science PSTs at university. Data were collected from four SBCTs across one academic year, including an initial survey at the beginning of the year, an interview at the end of the year, and documentation from co-teaching meetings across the year. An inductive thematic approach was taken to analyze the data. Five themes were identified that describe the ways SBCTs viewed their role as a co-teacher and their associated learning in this role. Drawing on literature around boundary-crossing dialogical learning mechanisms, the themes are described with illustrative excerpts to represent the range of SBCTs experiences. Our data indicates that SBCTs found many opportunities to share their wealth of knowledge and experience with pre-service science teachers but also identified, and often sought out, opportunities to professionally learn and grow. Findings include the importance of sharing aims and purposes to understand the context and the generation of shared knowledge through peer reflection on teaching. This article offers insights to others who are looking to form and sustain productive relationships with SBCTs to support learning for PSTs in ITE courses.

Pre-Service Teachers Literacy of Assessment for Learning

: This study set out to compare the literacy of assessment for learning (AfL) of pre-service English teachers in Indonesia and Malaysia. The focus was on how pre-service teachers majoring in English education in the two countries understood the concept of AfL which includes the six dimensions- framework, namely teachers as assessors, teachers as pedagogists, teachers as student partners, teachers as motivators, teachers as learners, and teachers as a stakeholder partner. It involved 451 pre-service English teachers. A total of 42 items of the AfL questionnaire developed by Alonzo (2016) was used in this study. Confirmatory factor analysis with Mplus version 7.2 were used to see whether the pre-service English teachers had the same perception in terms of the six dimensions. Subsequently, MANOVA was used to see whether dimensions that emerged differed significantly by the respondents' gender and their highest expected education. The results showed that the six dimensions of assessment for learning emerged from the data collected from the pre-service English teachers in the two countries. Some significant differences on the six dimensions were found in relation to their gender and expected education.

Industrial Apprenticeship Model Based on Work-Based Learning for Pre-service Teachers in Automotive Engineering

The low vocational competence of vocational teachers has become an essential issue in the last few decades. This problem is due to the lack of actual work experience in the industry for vocational teachers. One of the vocational skills improvement programs that are considered adequate is the industrial apprenticeship program. Many studies discuss apprenticeships, but there are still limited studies that examine effective apprenticeship programs to improve the competence of pre-service teachers at automotive engineering Vocational High Schools. Therefore, this study aims to determine the development of a Work-Based Learning (WBL)-based industrial apprenticeship model and its effectiveness to improve the competence of pre-service teachers at Vocational High Schools in the field of automotive engineering. This study uses an Education Research and Development (R&D) approach and involves two campuses in Central Java-Indonesia. There were 20 pre-service vocational teachers and three industry parties involved in the preliminary study. The preliminary study aims to obtain information about the problems and needs of the apprenticeship model. Furthermore, there were 60 pre-service vocational teachers and 12 industry parties involved in a follow-up study to test the effectiveness of the apprenticeship model. The sampling technique used is purposive sampling. The study results revealed that the WBL-based industrial apprenticeship model for pre-service vocational teachers in the automotive engineering field was considered feasible. In addition, the implementation of a WBL-based industrial apprenticeship can improve the competence of pre-service automotive engineering teachers, which includes knowledge, attitudes, and skills in the field of automotive engineering. The results of this study have implications for vocational education practitioners, especially higher education that organizes teacher education programs, to apply this apprenticeship model in preparing pre-service vocational teachers. This is because the WBL-based industrial apprenticeship model for pre-service vocational teachers plays a vital role in improving vocational skills for pre-service vocational teachers.

A Study of the Education Teacher Performance Assessment (edTPA) in the United States and the Application of Social-Emotional Learning for Pre-Service Teachers

A Study of the Education Teacher Performance Assessment (edTPA) in the United States and the Application of Social-Emotional Learning for Pre-Service Teachers

Museums in support of preservice teacher learning: expanding understandings of multiliteracies and translanguaging in content area teaching

ABSTRACT This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two course-based assignments allowed students to negotiate for meaning and make sense of art objects by drawing upon multiple ways to make meaning. Drawing on field notes, student created artifacts, and written reflections, findings show that as future teachers interact with the museum’s art objects, the museum supports emerging awareness of multiliteracies and translanguaging. This includes creating conditions where monolingual students can empathize with the challenges that multilingual students meet in responses to language demands in schools. Implications for using museums as sites of learning in language teacher education are offered.

‘There’s maths everywhere!’: a case study on outdoor learning in mathematics in Initial Teacher Education in Northern Ireland

ABSTRACT The emphasis on test-based accountability has been linked with a recent decline in outdoor learning provision, particularly between the early and later stages of primary education. It also appears that pre-service teachers are inadequately prepared to teach outdoors. This paper reports on a project designed to equip a group of 15 pre-service teachers on one Initial Teacher Education programme in Northern Ireland to teach mathematics outdoors. The small-scale study used online questionnaires, semi-structured group interviews and individual written reflections to gather the views of the participants. Findings highlight the benefits of experiential learning for pre-service teachers: they were transformed by the experience, acquiring new pedagogical content knowledge and skills and showing increased confidence and enthusiasm for teaching outdoors. There was also recognition that further support and training would be beneficial. Such findings are important since pre-service teachers play a critical role in the future provision of school-based outdoor learning experiences.

A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia

This study theoretically aligns with research that purports that nature play positively contributes to sustainability stewardship. Early childhood teachers can plan for and nurture children’s capabilities and dispositions for sustainability stewardship. Initial teacher education programs contribute to the professional learning of preservice early childhood teachers’ perceptions regarding nature play. This article details the findings of content analysis to explore and uncover the existence of nature play in online, publicly available documents representing twenty-two early childhood teacher qualifications. In what ways is nature play evidenced in early childhood initial teacher education programs in Australia? The findings highlight potential discrepancies between the values related to nature play in the early childhood field and the content in initial teacher education programming. The article concludes with implications for teacher education programs and proposed recommendations for ongoing research.

The Role of Digital Competence for Pre-Service Teachers in Higher Education Indonesia

Progress in the digital era has accelerated in the past few years, including its impact on education, which must prepare competent human resources. Teachers are expected to have competencies that can meet the demands of the times. This study aims to describe the role of digital competence on pre-service teachers in Indonesia. Using the Systematic Literature Review (SLR), this article examines the results of research related to Digital Competence which raises the subject of students taking education department in Indonesia. The literature review was obtained from the “lens.org”, ”scholar.google.com”, “eric.ed.gov” “link.springer.com”, and ”sciencedirect.com” websites using the keyword “kompetensi digital” and “digital competence” with filter for the 2015-2021 years range. After that, it is filtered with the open-access journal option and language restrictions in English and Indonesian. The analysis is based on research objectives that support providing an overview of the role of digital competence in pre-service teachers from selected articles. After being reviewed through inclusion and exclusion criteria evaluated by quality assessments, five articles published are analysed. The result shows that digital competence plays a role in being an indicator in measuring literacy levels, improving pre-service teacher's learning outcomes, and contributing to the teaching process.