Pre-service Teachers Research Articles

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers

ABSTRACT Games have long been a common activity integrated by teachers in many language learning classrooms worldwide. The change in focus from the “four skills” of speaking, listening, writing, and reading to “four modes of communication”: “reception,” “interaction,” “production,” and “mediation” in the Common European Framework Companion (2018) means that teachers need to incorporate Mediation language activities, such as translation or interpretation, that fit with this shift. This study explores the perceived affordances of playing plurilingual, speaking games for children and pre-service teachers (PSTs) in a joint university-primary school project in Spain. The project aimed to support the development of plurilingual and intercultural competence of 21 pre-service teachers and 23 children. Using a case study approach, incorporating thematic analysis, teachers’ written reflections are analyzed. Findings highlight that the games afforded the learning of languages using and awareness of languages; making children’s multiple languages “visible”; boosting enjoyment, collaboration, motivation, and risk-taking which facilitated a change in children’s social roles to “teacher.” Affordances for pre-service teachers included developing pedagogical know-how for working in a multilingual classroom and awareness of children’s linguistic repertoires. Considerations for game design and research are presented.

“The Mysterious Disappearance”: assessment of a sustainability-themed virtual educational escape room in higher education

PurposeIn this study, we assessed the educational value and efficacy of a virtual educational escape room (VEER), called “The Mysterious Disappearance”, for training pre-service teachers.Design/methodology/approach“The Mysterious Disappearance” was developed ad hoc and contains various activities and puzzles focussing on the Sustainable Development Goals (SDGs). The research will evaluate the design quality and satisfaction of 193 participants regarding the VEER, their perceptions of game-based learning (GBL) and analyse which soft skills are most used and which valence typology (positive/pleasant or negative/unpleasant emotions) has the greatest impact on players’ experience. Descriptive, exploratory factor and inferential analyses are employed.FindingsThe study indicates that the VEER is rated very positively by pre-service teachers. Overall satisfaction levels are high, and the resource and methodology are perceived as favourable. The design quality of the resource is also well rated, with participants perceiving it as a challenging but engaging and well-balanced. Participation in the VEER shows several benefits, especially in cognitive and motivational areas. The participants demonstrated high levels of soft skills utilisation. The resource elicits predominantly positive and pleasurable emotions. Finally, there is a positive perception towards GBL among pre-service teachers, both as students and future teachers.Originality/valueThis study employs a multivariate analysis, using a questionnaire comprising three scales. This study’s dual focus on participants’ perceptions, as current Students and Future teachers, provides insights into their potential role as designers/implementers. Findings contribute to the ongoing development of academic hypotheses, particularly by highlighting the increased motivation linked to VEER use and its positive impact on learning. Designed with the SDG framework, the game enhances teachers' engagement with the 2030 Agenda, supporting their professional development and promotes values related to sustainability. The VEER was developed ad hoc by one of the authors, and the study has potential implications for numerous fields and areas of research.

Pre-Service Science Teachers’ Conceptual Integration Understandings in Explaining the Subject of Metabolism with the Concepts of Physics and Chemistry

This study focuses on exploring pre-service science teachers’ conceptual integration understandings in explaining the subject of metabolism with the concepts of physics and chemistry. Action research was employed in this study. Nine pre-service science teachers taking the General Biology II course participated. Participants were taught metabolism considering conceptual integration. Data were collected via paper-and-pencil questionnaire administered before and after the intervention. The results showed that the pre-service science teachers could not understand physics and chemistry concepts at a sufficient level while explaining metabolism. Although the activities and practices were executed for conceptual integration in the action plan, only three participants achieved complete conceptual understanding for better conceptual integration at the end of the course in the first question. Thus, future studies could design interventions to be effective in conceptual integration. Further research could also design experimental investigations to examine how conceptual integration is necessary for establishing the relationship between science and other fields.

Empowering Future Bilingual Educators: Integrating Trauma-Informed Approaches in Bilingual Teacher Education

The impact of trauma on children's social, emotional, and academic growth is profound, yet teacher preparation programs, particularly in bilingual and multicultural contexts, often lack comprehensive training in trauma-informed practices. This qualitative study investigates the integration of trauma-informed approaches into a bilingual teacher education course at a university in West Texas. The study included 59 undergraduate pre-service teachers enrolled in a course on bilingual and multicultural education. Data were collected through preliminary and concluding written interviews, alongside ongoing instructional interventions, including discussions, case analyses, and trauma-informed strategies. Initially, participants demonstrated a limited understanding of trauma, associating it primarily with extreme events such as accidents or death. Post-course assessments, however, revealed a broadened understanding, recognizing everyday traumas like poverty, bullying, and family instability. Findings suggest that integrating trauma-informed approaches significantly enhances pre-service teachers' ability to identify and apply practical strategies to support trauma-affected students. The study introduces the Trauma-Informed Bilingual Teacher Preparation Model, focusing on key components such as foundational trauma knowledge, recognizing trauma symptoms, culturally responsive teaching, creating supportive environments, and fostering teacher resilience. By embedding trauma-informed practices in teacher education, this model prepares future educators to cultivate compassionate, inclusive classrooms, particularly in bilingual and multicultural settings. The study emphasizes the importance of curriculum reform to equip teachers with the necessary skills to support both students' emotional well-being and academic success.

Beginning Teachers Navigating Identity Development Transitions: Identity Motives and Commitment to Teaching

Beginning teachers (preservice and novice) must develop a resilient professional identity, yet high early attrition rates indicate the need for additional support in this process. Many attrition studies focus on external factors; few address teacher identity. According to developmental psychologists, identity commitments are concretized in a stepwise process, first by tentatively making them, and then by evaluating them. Most preservice and novice teachers are in a transitional stage, as they explore whether tentative commitments fit their sense of self. Our research tests the proposition that such exploration is often focused on determining whether a teaching career will satisfy their identity motives. We interviewed and collected self-reported written stories from 154 interns and novice teachers. Participants discussed their career choice in an initial interview and in a questionnaire focusing on recent, identity-relevant significant events administered at three points in time over a year. These career choice and written, field-based significant event stories underwent content analysis for the presence of identity motives, guided by a codebook developed for this research. This paper describes two central and innovative findings. First, identity motives are, indeed, present and highly salient in teachers’ career deliberations. Secondly, we found that beginning teachers express motives differentially, vary in the salience they accord the motives, and explore motives differently according to situational context. This differentiation in focus may indicate important shifting priorities and challenges as participants navigate the transition to the field. Taken together, these findings suggest that understanding and addressing identity motives in teacher development may enable more personalized and responsive tools that support teacher retention.

SCALE FOR PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE IN DESIGNING INCLUSIVE LEARNING: CONSTRUCTION, VALIDATION, AND RELIABILITY

Scale development is essential in testing constructs and variables in social research, including education. Scales that meet the rules of validity and reliability are developed using standardized procedures. This research focuses on scale production to create reliable and valid construct measures to assess teacher knowledge in designing inclusive learning, using three frameworks, namely Technological Pedagogical and Content Knowledge, Backward Design, and Universal Design for Learning. Research on this issue involves measuring organizational and psychological constructs, which present unique challenges because they are generally unobservable, very abstract, often complex, and may consist of several different components. As a result of this complexity, developing this scale was challenging. The production of this scale followed Boateng et al., and the field test involved 259 pre-service teachers. The Rasch Rating Scale Model analysis was used to test the scale and produced 18 items that have high reliability (0.96). This scale can be used nationally to assess teachers' ability to implement inclusive education. The scale also applies as a teacher self-assessment tool for developing their competence.

Pedagogical content knowledge in physical education preservice teachers in view of researching on lesson studies

PurposeResearching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject.Design/methodology/approachExploratory searches in four multiple search databases were carried out, resulting in 51 records. Information about authors, year of publication, purposes, methodology and results was collected and analyzed.FindingsResults highlight the diversity of purposes. The interview is recurrent in the qualitative studies, while the questionnaire is used in all the large quantitative studies. Regarding the findings, it appears the centrality of PCK, its development potential and its measurability, the consistency of the concept and its evolutionary dynamics, as well as the constructive criticism of initial teacher training models and practices.Originality/valueTo emphasize the relationship between lesson studies and the development of PCK in initial teacher training of PE teachers.

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

New Approaches in the Assessment of Pre-Service Teachers' Scientific Research Skills: Multidimensional-Many Facet Rasch Model Application

This survey study aimed to determine pre-service teachers’ skills in conducting and presenting scientific research process and to examine their peer-scoring behaviors. The participants consisted of 36 pre-service teachers and seven peer raters. The analytical rubric developed by the researchers and the performance task were used to collect data. The multidimensional many-facet Rasch measurement model was employed in data analysis. Rasch analysis was carried out with a fully crossed design. The analyses revealed that the least difficult criterion in the dimension of conducting the scientific research process was to perform data analysis while the most challenging criterion was to determine the research model and sample. In addition, the least difficult criterion in the dimension of making an oral presentation was to ensure the interest and participation of the audience, while the most challenging criterion was to make an effective start. The analysis of the rater facet demonstrated that the most severity rater was R3, while the most leniency rater was R4. The study argues that the multidimensional many-facet Rasch model can be used to present reliability and validity evidence in multidimensional performance evaluations.

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

Contributions of an action research initiative to English language teachers’ professional wellbeing

ABSTRACT In this study, we report on how a group of teachers engaged in action research (AR) and navigated their emotions in the way of experiencing wellbeing. We collected data over one year from rounds of semi-structured interviews, reflective journals, classroom observations, and post-class discussions. Data analyses showed that the teachers experienced wellbeing in three major terms: From initial emotional tensions to subsequent emotional wellness, developing wellbeing through practicing collective care, and wellbeing and self-empowerment as learning. Collectively, the teachers moved from hedonic to eudemonic forms of wellbeing during and after the AR programme, spanning their programme, inter-individual, and intra-individual levels of empowerment. Based on the findings, we provide implications for teacher educators in how to systematise wellbeing in teacher education programmes so that teachers experience higher levels of wellbeing across their career span, especially through AR initiatives. Furthermore, the study concludes with insights into how pre-service and in-service teachers could be supported through anchoring AR into teacher education programmes in order to experience enhanced wellbeing.

In-service teachers’ and pre-service teachers’ perceptions of interdisciplinary instruction combining music and mathematics

ABSTRACT This qualitative-phenomenological study explores the perceptions of in-service and pre-service teachers regarding the integration of music and mathematics in elementary education. Using interviews, audio recordings, questionnaires, and blog analysis, the research examines the effects of interdisciplinary teaching. The methodology adopted in this study provides a robust framework for analysis, facilitating a comprehensive exploration of the subject matter. Findings show positive views among four in-service mathematics teachers and one music teacher, who observed increased student engagement, motivation, and creativity. Additionally, 50 pre-service teachers expressed curiosity about this approach, emphasizing the need for better training and resources in teacher education. Despite initial concerns, teachers acknowledged the importance of collaborative planning and instructional support for interdisciplinary learning. This study highlights the potential of integrating music and math to enhance student outcomes and innovation in education.

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Finnish pre-service teachers’ knowledge about the Indigenous Sámi people

ABSTRACT Teacher education worldwide faces challenges in preparing prospective teachers for diverse classrooms. Understanding pre-service teachers’ knowledge and attitudes toward diversity is crucial for achieving this goal. This article details a study surveying first-year pre-service teachers at a Finnish university to evaluate their knowledge of and attitudes toward the Indigenous Sámi people. A web survey (n = 172) was used to collect the data. The data analysis was conducted using Fisher’s exact test and the Pearson chi-squared test. The findings indicate that although the pre-service teachers had some prior knowledge of the Sámi people, there is a need for culturally responsive education (CRE) that meets the Finnish National Board of Education’s standards for teaching about national cultures. The insights derived from this study offer clear directives for fostering inclusive teacher education practices that address the diverse needs of students from Indigenous and multicultural backgrounds.

Arithmetic Proficiency of Pre-Service Science Teachers: An Empirical Study

Mastery of arithmetic operations is fundamental for students pursuing science education, as these skills are essential in solving complex problems in physics, chemistry, and biology. However, gaps in students' arithmetic proficiency can hinder their academic and professional development. This study aims to examine the arithmetic skills of pre-service science teachers in solving mathematical problems across six domains: addition, subtraction, multiplication, division, exponentiation, and mixed operations. A total of 37 short-answer questions were administered, and the results were analyzed by domain. The findings indicate that students demonstrate proficiency in basic operations involving whole numbers, particularly in addition and subtraction. However, challenges persist in the areas of fractions, decimals, and mixed operations, where accuracy rates were notably lower. These gaps in understanding may affect students' ability to apply mathematical concepts in their science courses and future teaching roles. The study's limitations include a focus on quantitative results without exploring the cognitive processes behind student errors. Future research should investigate intervention strategies to address these weaknesses, potentially through targeted instructional approaches or the use of technology to enhance learning outcomes

Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing

AbstractThe cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three‐level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4‐year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real‐world teaching scenarios. This regional resource‐based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.

Pre-Service Teachers’ Professional Vision of Argumentation Opportunities in Their Analysis of Videotaped Science Classroom Episodes

ABSTRACT To foster scientific argumentation in the classroom, science teachers need to be able to notice and interpret situations in their lessons that are starting points for argumentation discourses. To sustainably promote these skills, which we denote as a professional vision of argumentation opportunities, it seems crucial to start training teachers as early as their pre-service phase. Thus, we have developed a vignette-based practice activity with a category system that trains this vision. In this exploratory study, qualitative content analysis was used to examine eight pre-service science teachers’ (PSTs) responses in this practice activity. The results show that the PSTs were able to successfully identify and describe argumentation opportunities in videotaped chemistry and physics lessons. However, these PSTs had difficulties in explaining the contentious moments in the opportunities they had identified and in predicting suitable instructions that could promote argumentation. Overall, PSTs’ professional vision improved during a nine-week intervention, but differences—e.g. regarding the subject matter of a vignette or PSTs’ prior knowledge—also became apparent. The paper identifies such influencing factors and provides recommendations for using the practice activity in science teachers’ professional development.