Preservice Teacher Learning Research Articles

Development of a Computational Thinking (CT) Module to Help Pre-Service Teachers Learn How to Design CT Instruments

The lack of a Computational Thinking (CT) module, which teaches how to design a CT assessment instrument causes pre-service teachers to be unable to create one. This can cause students at school to not be able to measure their achievements related to CT. This study aimed to develop a CT module to support the ability of pre-service teachers to design CT assessment instruments. This research was a development study that refers to the 4-D model, but the dissemination stage was not carried out. The research subjects were 94 pre-service teachers, 70 female students and 24 male students majoring in Biology Education in semester 4 of the academic year 2021/2022. This research instrument used a validation sheet by material experts and linguists and the test item analysis sheet with 13 criteria made by the directorate of high school development in 2010. The data analysis technique used in this study is a quantitative descriptive analysis technique. The results showed that the conclusions from the validation of the modules developed from the material and presentation aspects were an average of 88.94. The language and readability aspects were an average of 80.56, and both were in the very good category. In contrast, the results of the item analysis on the material, construction and language/culture aspects had a score of 77.45%, 50.29% and 84.71%. The average percentage of ability in designing assessment instruments was 70.82%. This study concluded that the module that has been developed is suitable for use and can support the ability of pre-service teachers to design CT assessment instruments. Keywords: computational thinking, module, pre-service teachers, design, CT instruments

Preservice Teachers Learning to Teach in an Anti-Racist/Climate-Justice Program: Challenges and Promises

Preservice Teachers Learning to Teach in an Anti-Racist/Climate-Justice Program: Challenges and Promises

Reducing Cognitive Bias of Pre-Service History Teachers through Augmented Reality

Cognitive biases can be problematic and dangerous in history learning. This study aimed to identify the extent to which the independent variables of the case study method and augmented reality influence the dependent variables, as well as evaluate the strength and direction of the relationship between these variables in reducing the cognitive biases of pre-service history teachers. The method used is multiple linear regression to identify the extent to which the application of the case method and the use of augmented reality in learning affect the dependent variable under study. The results showed that augmented reality contributed to the understanding of the history of prospective pre-service history teachers more than the case study method. The effect of the case study method was 7.6% on historical knowledge, and augmented reality media had a 13.9% effect on historical experience. Lecturers can use augmented reality in learning for prospective pre-service history teachers to increase student understanding of history learning material and reduce cognitive biases. This research has implications for using technology and digitalization in history learning for prospective pre-service history teachers to understand history, conceptions, and past events and reduce bias. Understanding history is essential for prospective pre-service history teachers. Prospective pre-service history teachers must also understand a historical event broadly and from various perspectives. Technology-based learning in history learning is one of the right ways to avoid cognitive bias.

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

This study aims to assess the extent to which teachers' technology literacy skills contribute to their ability to implement innovative teaching methods through computational thinking. This study used a quasi-experimental method with a 2x2 factorial design. This research used 84 samples of prospective teacher students from the Educational Technology Study Program. The instrument used questionnaires to assess the level of instructional innovation demonstrated by aspiring teachers, utilizing three indicators: the utilization of interactive learning media, the incorporation of information technology, and the diversity of learning resources. The statistical method employed to examine the hypothesis is a two-way analysis of variance (two-way ANOVA). The results of this study showed significant correlation between the level of students' Instructional Learning Innovation skills and Computational Thinking; the statistical analysis reveals a p-value greater than 0.05. Additionally, the research findings indicate that the level of Technological Literacy Skills has an impact on Instructional Innovation Learning skills. This research made significant contributions, such as the introduction of the Computational Thinking Level, which enables teachers to enhance their capacity to create effective learning strategies that align with the most recent advancements in technology. Technological Literacy Skills assist educators in incorporating digital tools and resources into the educational process, fostering a cutting-edge and dynamic classroom setting.

Perceptions of pre-service teachers while developing a virtual educational escape room (VEER) using online collaborative learning

In this study, we present the insights of pre-service teachers who developed a virtual educational escape room (VEER), using online collaborative learning only. The purpose of the study was to learn how online collaborative learning promotes meaningful learning in pre-service teachers. The research used qualitative paradigm. The students perceived the collaborative learning (CL) as meaningful for them for five main reasons: being active learners, being part of a learning group, the relevance of CL to their professional development, the importance of the product for them, and the feedback they received from pupils in school. The findings reveal that the students were satisfied with the collaborative learning process and were able to create a supportive community that promotes learning.

Çevrimiçi ve yüz yüze eğitimde uygulanabilecek bir model: Problem temelli kuantum öğrenme modeli

This study aims to determine the effect of the problem-based quantum learning model in distance education on the cooperative learning, self-efficacy beliefs, and metacognitive thinking skills of pre-service teachers and their views on the model. In this research, an experimental research method was used. The participants were English Language Teaching program students studying in the 2nd class in a state university in Turkey. The data were collected by Student Letters, Teachers’ Sense of Efficacy Scale, Metacognitive Thinking Skills Scale, and Attitude Scale for Cooperative Learning. In the analysis of quantitative data, t-test from parametric tests and Wilcoxon signed-rank test from non-parametric tests were used and in the analysis of qualitative data, the content analysis method was used. According to the data obtained from the research, it was concluded that the problem-based quantum learning model positively affected the attitudes of pre-service teachers towards cooperative learning and group work, their self-efficacy perceptions, problem-solving, thinking, research, and decision-making skills. Also, it was concluded that this model was effective in learning the content of the course, learning the information, and increasing the desire to learn, their attitudes towards the model changed, and the model was effective and fun.

Influence of Internet Addiction on Pre-Service Mathematics Teachers’ Learning and Motivation in Nigerian South-West Universities

The widespread use of the internet has led to a growing concern about the impact of internet addiction on pre-service Mathematics teachers' learning. This paper investigates the impacts of internet addiction on the learning and professional development of pre-service Mathematics teachers. The population covers the undergraduate Mathematics education students from public universities in south-west Nigeria. The sample was randomly selected from 100 to 400 levels while the sample size was 200 pre-service teachers across the levels from one selected university. A well-structured questionnaire was used to get data from pre-service Mathematics teachers on internet addiction. This study employed a descriptive and inferential research design to create responses to the research questions. The data collected were analysed using mean and standard deviation for the two research questions while Pearson Product Moment Correlation Coefficient was used to test the hypothesis raised. There is a significant relationship between internet addiction and Mathematics learning. This yields a positive result that, the students who access the internet more frequently learn more effectively and highly motivated in learning Mathematics. It was suggested that the internet can be a useful tool for learning but must be used responsibly. However, addressing internet addiction through education, prevention, and intervention efforts should be integrated into the teacher education program to support pre-service mathematics teachers in developing healthy internet use habits and maintaining high levels of motivation to learn.

White Preservice Teachers and Antiracist Practice: Enabling Trajectories of Learning and Identity in Teacher Preparation

ABSTRACT Preparing white antiracist teachers is an enduring challenge for teacher education. In this article, I demonstrate that white preservice teachers need ongoing access to a full range of learning and identity resources if they are to develop strong connections with antiracism and develop as antiracist teachers. I present data from an 18-month study that illustrates how white preservice teachers’ trajectories of learning and identity are shaped by their access to and engagement with distinct types of learning and identity resources. I discuss the significance of specific resources and identify factors that seem to influence the availability and uptake of such resources by white preservice teachers. I argue that an explicitly resource-rich orientation to preservice teacher learning can be leveraged by teacher educators to ensure that white preservice teachers have access to and engage with the types of resources needed to form a strong identification with antiracist practice and develop the capacity to enact it in the classroom.

Promoting Virtual Learning Management Competencies in the Metaverse with Mobile Technology to Support Competency-Based Learning for Computer Major Preservice Teachers

The metaverse, a fundamental framework with the potential to revolutionize social communication and learning processes, offers an enhanced learner experience for accessing the real world. Proficiently developing virtual classrooms and effectively managing learning with current technology are essential skills for teachers. This study aimed to develop competency- based learning activities (CBLA) designed to enhance virtual learning management competencies among computer teacher students in the metaverse, using mobile technology to support. The research employed purposive sampling, selecting 78 students for participation. Data analysis involved statistical measures such as the mean, standard deviation, and onegroup pre-test-post-test analysis of variance (ANOVA). The findings revealed that the CBLAs developed to enhance virtual learning management competencies in the metaverse consisted of eight components and four steps. Following the completion of the learning activities, students demonstrated a significant increase in their competencies in virtual learning management, surpassing 70% of the established criteria. The statistical analysis confirmed the significance of this improvement, with a p-value of less than 0.05. This study’s results highlight the effectiveness of the developed CBLAs in enhancing virtual learning management skills among computer teacher students in the metaverse. The findings indicate that students experienced a significant improvement in their competencies after participating in the learning activities. Furthermore, the students expressed the highest levels of satisfaction conducted activities.

Exploring the Influence of an Ethiopian Short-Term Study Abroad Experience on Pre-Service Teachers’ transformative Learning and Reflection Skills

This case study explores the transformative learning of pre-service teachers that occurred during a short-term study abroad trip to Ethiopia. During this study abroad trip, students participated in a variety of experiences that led to transformative learning. These included teaching lessons in primary classrooms with Ethiopian children, participating in cultural excursions, and engaging in critical reflection throughout the trip. Data sources for this case study include students’ blogs and journals, university faculty’s anecdotal notes, and a focus group with students a year after the trip. Findings from this study suggest students faced disorienting dilemmas, emotional disequilibrium, and exploration of new roles and situations that all led to transformative learning. This case study adds to the body of research supporting the benefits of short-term study abroad trips on students’ learning. Recommendations for study abroad organizers and faculty are provided.

Developing learning and strategic competence in pre-service teachers’ professional oral English communication within reflection and differentiation

This article deals with developing learning and strategic competence in professional oral English communication of preservice teachers. It highlights the need for seeking new teaching approaches due to recent changes in university curriculum, i.e., the decrease in class hours and the increase in self-study hours. The research analyses the specifics of implementing modern approaches and proves their effectiveness. The paper introduces the definition of learning and strategic competence in professional oral communication of pre-service English teachers, which defines the speakers’ ability to learn consciously and manage their speaking activity in professional situations both effectively and autonomously. Moreover, this case study examines and explains the relevance of reflection and differentiation. It shows that reflective approach enables students to analyse and manage their learning process while mastering learning and communicative strategies, identify the most efficient ones, plan further actions in order to improve earlier developed skills. This paper stresses the necessity of mastering chosen reflection skills by implementing five sequential stages of the reflection mechanism. However, differentiation gives teachers the opportunity to individualise the learning process, varying teaching methods and tools, adapting exercises and activities to students’ cognitive learning styles, peculiarities and needs. Therefore, it suggests combining differentiation with individualization while applying their most relevant aspects. In terms of differentiation the investigation describes mechanisms of adaptation, regulation and improvement, and provides the evidence for importance of individual, pair and group work.

Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?

This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators’ race, personal experiences, and beliefs about preservice teacher learning, as well as the supports offered by colleagues, teacher candidates, and university administrators, shape their responses to silencing. We conclude by suggesting pathways of support for equity-minded teacher educators in this moment of silencing-as-policy.

Mixed-Reality Simulation to Support Practice Learning of Preservice Teachers

Before the COVID-19 pandemic, providing high-quality practice learning experiences for preservice teachers was already taxing due to the heavy reliance on school practicum, which is often besieged with challenges. Given these challenges, there is a growing urgency to explore alternative avenues for offering practice learning experiences to preservice teachers in addition to school practicum. With this backdrop, a qualitative study was conducted, employing observation and interviews as data collection methods to explore the potential of mixed-reality simulation (MRS) to strengthen the practice learning experiences of preservice teachers. The core teaching practice of questioning was chosen to explore the affordances of MRS for improving preservice teachers’ understanding of and proficiency in utilizing questioning. This study found that MRS provides a low-risk learning environment that preservice teachers perceive as authentic. For these reasons, this environment is conducive to improvement, and it enables deliberate practice, which is vital for nurturing metacognition and adaptive expertise. The findings also highlight the importance of coaching for maximizing MRS advantages. The absence of coaching will most likely limit the affordances of MRS as an approximation of teaching practice. While our findings are promising, the resource-intensive nature of MRS implementation means that scalability requires further investigation.

탐구기반 학습(IBL)을 통한 음악중심 STEAM 교육 프로그램이 예비유아교사의 자기주도학습능력, 음악내용지식 및 음악교수효능감에 미치는 영향

The purpose of this study was to examine the effects of a music-centered STEAM education program through inquiry-based learning for pre-service early childhood teachers on self-directed learning ability, music content knowledge, and music teaching efficacy. This study was conducted for 15 weeks with 44 second-year students (experimental group: 22, comparison group: 22) of early childhood education department at C university located in B city. Differences between groups were examined through covariate analysis using self-directed learning ability tools by Lee et al. (2003), music teaching content knowledge tools by Nam (2014), and music teaching efficacy tools by Bang and Park (2005). The findings indicated that pre-service teachers in the experimental group, who experienced an inquiry-based learning approach within a music-centered STEAM education program, demonstrated significant improvements compared to the control group. Notable enhancements were observed in self-directed learning abilities—learning planning, execution, overall self-directed learning—and in music teaching content knowledge, specifically in knowledge about young children, music teaching methods, music teaching environment, and comprehensive content knowledge. Moreover, within music teaching efficacy, there were substantial improvements in belief in teaching abilities, result expectations, and overall efficacy. This study is significant for introducing innovative music education methods that align with the Revised Nuri Curriculum through creative and problem-solving play for pre-service early childhood teachers.

Using Epistemic Emotions to Support Canadian Pre-Service Teachers Learning about Classroom Assessment

Students feel epistemic emotions like surprise or frustration when they encounter content that conflicts with their beliefs or previous knowledge in a way that can facilitate or hinder learning. Pre-service teachers may find that professional perspectives on assessment conflict with their previous knowledge of assessment, creating epistemic emotions. The purpose of this research was to evaluate how frustration, curiosity, and surprise felt during two learning experiences related to self-reported learning of assessment and application to practice. N = 205 pre-service teachers consented for their responses to questions associated with two learning activities to be analyzed. Participants reported experiencing moderate levels of curiosity in both activities, but one garnered more frustration and the other more surprise. Frustration was negatively associated with self-reported learning and application. Whereas, curiosity and surprise had statistically significant positive associations with the outcomes. We discuss the role of epistemic emotions in learning about assessment and offer recommendations for instructors.

Adopting Flipped Learning (FL) for Physical Education Pre-Service Teachers at a Korean University

Since flipped learning (FL) is a popular approach in a worldwide university classroom, expanding the scope with diverse disciplines and student populations is necessary. This study examines Korean pre-service teachers' evaluations and satisfaction with flipped learning for physical education courses. The data was collected in 2022 fall, including the course exit survey (n=103) and focus-group interviews (n=8). The results are as follows. Firstly, FL provides a convenient and adaptable learning environment for PSTs, allowing them to access course materials conveniently. Secondly, the FL format is beneficial for PSTs in developing their self-directed learning skills, as they review course materials before attending face-to-face classes. As a result, PSTs reported feeling more prepared for in-class assignments. Thirdly, PSTs praised the FL instructor as a competent educator who effectively communicated the course content in a well-organized manner. However, PSTs preferred immediate instructor feedback during focus-group discussions during face-to-face or synchronous Zoom lectures. Lastly, various recommendations were discussed for successfully implementing FL in higher education physical education courses.
 
 Received: 20 June 2023 / Accepted: 21 August 2023 / Published: 5 September 2023

Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study

The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (n = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.

Flexible Learning, Anxiety And Academic Performance Of Pre-Service Teachers: Input To Curriculum Adjustment

Flexible Learning, Anxiety And Academic Performance Of Pre-Service Teachers: Input To Curriculum Adjustment

Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities

ABSTRACTProfessional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants’ beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a ‘safe space’ which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice.

Implementing Project-Based Learning for Pre-Service English Teachers in Independent Home Teaching Internship

Due to the Covid-19 pandemic, the Education and Teacher Training Faculty of UIN Walisongo, Semarang, Indonesia offered Independent Home Teaching Internships in the academic year of 2021/2022. The purpose of this research is to explain the implementation of Project-Based Learning by pre-service English teachers, as well as to analyze the problems of teaching EFL learners in Independent Home Teaching Internship. The study employed qualitative descriptive research design. The research participants were 15 pre-service English teachers from the English Education Department. Interviews and documentation were used to collect data. According to the data, Project-based Learning was implemented in this program by creating some learning videos. They were video of learning media and also video of English teaching and learning process. The products of project-based learning must be uploaded in YouTube channel. Because this was the first time a teaching internship completed online via numerous platforms, there were also new concerns and hurdles in completing the program. As part of their online Project-based Learning, students struggled with preparing lesson plans and designing certain learning videos. Practical implications of utilizing this learning model make enhancing students’ critical thinking skills, creativity, motivation and autonomous learners. However, they can solve the several problems namely bad connection of internet access, students’ low motivation in learning English and classroom management in these programs