Pre-service Education Programs Research Articles

Development and Application of the TPACK-P Education Program for Pre-Service Teachers’ TPACK

Background/Objectives: This study aimed to investigate and complement the ways of improving the Technological Pedagogical Content Knowledge-Programming (TPACK-P) educational program and verify the improved program’s effect on pre-service teachers’TPACK.Methods/Statistical Analysis: The TPACK-P educational program was conducted for 19 pre-service teachers; two difficulty items were investigated. A survey was administered to identify any improvement. To verify the effect of the improved program on the pre-service teachers’ TPACK, two programs involving distinct technological tools were applied to the control and experimental groups. To generate comparable results, the same research procedure was adopted as in a previous study, with some modifications.Findings: The pre-service teachers had difficulties in the process of learning programming, designing lessons, and developing programs in the TPACK-P educational program. In addition, they needed increased time for learning programming and analyzing the activities in the TPACK-P class. Therefore, the improved TPACK-P educational program added programming-based activities (analysis of curriculum based on programming, analysis of TPACK-P instructional cases, and development of the TPACK-P program in the programming environment). As a result of engaging the pre-service teachers in the improved TPACK-P educational program, the pre-service teachers’ TPACK was effectively developed in all areas. Moreover, it was found to be more effective in improving the knowledge of technology than information and communication technology (ICT)-based TPACK educational program was.Improvements/Applications: This study can be used as a basic foundation for carrying out programming-based TPACK education for pre-service teachers.

Self-assessed confidence of students on selected midwifery skills: Comparing diploma and bachelors programmes in one province of India

ObjectiveThere are two integrated pre-service education programmes for nurses and midwives in India; a diploma in General Nursing and Midwifery (GNM) and bachelor's in nursing (B.Sc. nursing). This study assessed and compared confidence of final-year students from these two programmes for selected midwifery skills from the list of midwifery competencies given by the International Confederation of Midwives (ICM). DesignA cross-sectional survey. Participants633 final-year students, from 25 educational institutions randomly selected, stratified by the type of programme (diploma/bachelor), and ownership (private/government) from the Gujarat province. Data collection and analysisStudents assessed their confidence on a 4-point scale, in four midwifery competency domains-antepartum, intrapartum, postpartum, and newborn care. Skill statements were reduced to subscales for each competency domain separately through Principle Component Analysis. Crude and adjusted odds ratios with 95% CI were calculated for students with high confidence (≥75th percentile on each subscale) and not high (all others) between diploma and bachelor students. FindingsThe diploma students were 2–4 times more likely to have high confidence on all subscales under antepartum, intrapartum, postpartum and newborn care compared to the bachelor students. Though both groups had less hands-on clinical practice during their education, more diploma students could fulfil the requirements of attending recommended number of births compared to the bachelor students. ConclusionOverall the students of the general nursing and midwifery (GNM) programme have higher confidence in skills for antepartum, intrapartum, newborn and postpartum care. One important reason is more hands-on clinical practice for the diploma compared to the bachelor students.

The Development and Implementation of Interdisciplinary Education Program for Secondary Pre-Service Teachers : Focusing on the Cooperation of Majors in Korean, Mathematics, and Science

The Development and Implementation of Interdisciplinary Education Program for Secondary Pre-Service Teachers : Focusing on the Cooperation of Majors in Korean, Mathematics, and Science

Speak, Trigger Warnings, and Listening to Student Needs

English language arts is a vulnerable subject. It involves self-expression, serious reflection, and deep discussion in a way that I did not understand when completing my pre-service teaching program. Entering this profession last year, I was pleasantly surprised by the complex subjects my students were eager to write about. Excited, I grabbed ahold of their engagement. We used it as fuel. My students have written essays, podcasts, and blogs on their home-life struggles, the unbelievable pressures of high school, and the microaggressive acts of racism teachers can not quite catch in the hallways. Together, my students and I learned that writing and talking about these issues creates positive change. I loved giving my students the chance to write about and discuss hard topics in my classroom. On the days when we cleared out the mumbo-jumbo of “normal†class expectations, when we simply talked and wrote about real world issues, it was those days that were special. They were meaningful. My kids asked for more days like them, and I tried to honor that request.

IMPROVING PRE SERVICE ELEMENTARY SCHOOL TEACHERS SCIENCE PROCESS SKILLS: THE IMPLEMENTATION OF EXPERIMENT LEARNING AND THE ROLE OF SCHOOL BACKGROUND

Science process skills are considered as one of the momentous learning goals for a pre-service education program, but since students enrolled in pre-service elementary school teachers program comes from a different educational background, we evaluated whether the implementation of experiment learning and educational background might lead to a different level of success in science process skills acquisition. Results showed that different learning methods, as well as different educational background, resulted in different science process skills improvement.

Teacher Induction Program: First Experience in Turkey

Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.

Evaluation of a School, Family, and Community Partnerships Program for Preservice Teachers in Quebec, Canada

Research reveals that schools and teachers must take the leadership in planning and implementing parent and community involvement practices. Some authors have shown that preservice course experiences contribute to enhance participants' perceptions of their competence levels in fostering family and community involvement. The current evaluative research is aimed at investigating the impact of a Quebec school, family and community partnerships program on preservice teachers' knowledge and comfort levels in working with families and the community, and on their personal attitudes and beliefs regarding family and community involvement in general and in relation to specific involvement strategies. Findings provide general support for the effectiveness of the course. Recommendations emphasize the need to verify long term effects on preservice teachers' knowledge, attitudes, and beliefs regarding parent and community involvement practices.

Making Adolescents’ Diverse Communicative Repertoires Visible: A Creative Inquiry-Based Approach to Preparing Teachers to Work with (Im)migrant Youth

This article reflects on an on-going initiative to integrate collaborative, creative, and critical language awareness inquiry across a dual certification teacher preparation Masters program for secondary pre-service teachers in Wisconsin, USA. This teacher-as-researcher programmatic design seeks to expand teacher candidates’ critical multilingual language awareness and creative literacy practices in preparation for teaching in culturally and linguistically diverse schools. Drawing on theories of social representation, identity investment and critical language awareness, this article examines the use of a variety of creative approaches to engage teacher candidates reflexively in thinking holistically about themselves and their students as language actors rather than according to fixed language proficiency scores.

Shifting Preservice Teachers Beliefs and Understandings to Support Pedagogical Change in Mathematics

Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs beliefs previously formed by personal elementary experiences. Results of the pre- and postcourse analysis demonstrate notable shifts in beliefs, understandings, and personal philosophies. A situated context and a social constructivist approach coupled with critical reflective exercises created an environment for PSTs to reflect upon and change their personal conceptual frameworks.

Special Education Teachers’ Attitudes Towards Teaching Students With Learning Disabilities in Middle Schools In Saudi Arabia

Teachers’ practices are influenced by their attitudes and beliefs (Avramidis & Norwich, 2002). Consequently, a large part of the success of inclusive education depends on teachers’ attitudes. Understanding teachers’ attitudes and beliefs is critical to the development and success of inclusive education practices (Hodkinson, 2005). In Saudi Arabia, limited research has been conducted on teachers’ attitudes and beliefs at the primary school level and no research has been identified that investigates teachers’ attitudes towards teaching students with learning disabilities (LD) at the middle school level. The present study sought to investigate special education teachers’ attitudes towards teaching students with LD in regular classrooms and examine the collaborative efforts that create inclusive classrooms in Saudi public middle schools. The quantitative data were collected through a Likert scale questionnaire. A vignette attached to the questionnaire was used to collect the qualitative data. Fifty-six special education teachers from a range of middle schools in Riyadh completed the questionnaire for this study. The results indicated that special education teachers’ attitudes towards inclusive education were positive. There were no significant differences between teachers’ attitudes according to their gender. However, the qualitative findings indicated that special education teachers thought their training was insufficient to meet the educational needs of students with LD in Saudi middle schools. The results of this study suggest that decision makers should consider in-service and pre-service training and education programs for teachers to enhance educational services for students with LD. Teachers should be equipped with the necessary knowledge and skills before implementing inclusive education practices. Specifically, teachers need to learn to use evidence-based strategies to serve students with LD in inclusive classrooms and find ways to collaborate with colleagues and parents through on-going professional learning.

Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

PRE-SERVICE TEACHING PROGRAM FOR EDUCATING STUDENT- TEACHERS IN MANAGING THEIR CLASS

This article presents the finding of a study that investigate pre-service English teacher in managing the class when they were teaching in teaching practice program or Pre-Service Teaching Program. Teaching in a real class is a new experience for the students of Muria Kudus University; however they need to adjust themselves to the teaching environment. They need to prepare some educational knowledge like; classroom management, educational psychology, curriculum development, teaching method etc, in order to be able to organize the lesson well and achieve maximum result. The key of a successful learning is depended on the way teacher organizing the class. In other word the key of a successful language teaching is classroom management. However each class has different characteristics, so a teacher needs to prepare himself to the students’ learning style. Maintaining discipline and organizing students can be very frustrating for the student-teachers because they do not only need well understanding about classroom management but they also need to control their performance. The students- teacher or teacher candidates need guidance either from the school teachers or their lecturers; therefore it is also very important to observe their activities in the class to know the improvements which have been done by the teacher.

RELEVANCE OF TEACHING METHODS IN VOGUE IN ANCIENT INDIA IN CURRENT EDUCATIONAL SCENARIO:PEDAGOGICAL REMINISCENCES APROPOS VEDIC AND BUDDHIST PERIOD

The process of teaching and learning encompasses the Teacher and the Learners as its indispensable elements, in which the former imparts knowledge, attitudes, values, interests and skills to the latter by means of communication which is put to effect by way of what is known as Teaching method. The teacher by way of his or her own behavior (teaching) brings about desirable change (s) in the behavior of pupils (learning) according to some pre-determined objectives formulated as per the curriculum designed. Alternatively it can be said that this change is brought about by different methods of teaching. Suffice it to say, Teaching methods are the sine qua non of teaching-learning process. It is not that the teaching methods have been in use recently or since remote past but these have been in vogue since the dawn of education in this mundane world. However the methods kept gradually evolving over the period of time the manifestations of which are evident in the form of paradigm shifts in Pedagogy in the current scenario. Alternatively, the destination (modification of behavior) is the same but the journey has been made different. The present paper throws light on the different teaching methods prevalent in Ancient India besides highlighting the relevance of those very methods in the current educational scenario and giving valuable suggestions pertaining to the use of same in pre-service and in-service education programme.

Perceptions on the Role of a Pre-service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic analysis include: need for critical reflection in using a single teaching approach; need to bridge different priorities existing between schools and university; and optimism to change the approaches to assist students. The paper then discusses possible modifications to the practice of teaching and learning in the mathematics education subjects.

Peer mentoring professionalism among pre-service mathematics teachers: Safe spaces for community teaching practice

ABSTRACTThe study described here is a longitudinal qualitative case study conducted on a mathematics pre-service teaching program at a university in Southeast Asia. The university program of study required all pre-service teachers of mathematics to be involved in an alternative form of field experience in which the pre-service teachers would enact mathematics camps for college freshmen and for K–12 students. The pre-service teachers were expected to take on increased responsibility for the success or failures of the mathematics camps as they matriculated through the program. Constant comparative analysis revealed a peer mentoring professionalism among the pre-service teachers as they negotiated the challenges of teaching mathematics during these alternative field experiences. Description of the construct of peer mentoring professionalism as well as explanation of its derivation from the study are given. Implications and applicability across mathematics teacher education programs are discussed.

¡Guiamos!: A university-based program for pre-service bilingual and ESL teachers

ABSTRACTThe researchers explored the benefits, challenges and preferred methods of communication of those who took part in the ¡Guiamos! online and face-to-face mentoring program. Participants included 21 novice pre-service teachers who served as mentees and 32 experienced educators of English language learners who served as mentors. To explore the answers to the research questions, participants completed a survey which contained Likert-scale items and open-ended questions. The researchers found that ¡Guiamos! mentors and mentees rated a large number of benefits highly ranging from the improvement of relationships to increases in knowledge and skills; and in their commitment to teaching. Furthermore, with the exception of not having enough time, participants perceived challenges within the mentoring program as occurring relatively infrequently. In regards to mentor-mentee communication preferences, participants favored email and least favored video-conferencing.

A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs

To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice teachers.

教員養成及び現職研修における「技術と関わる教育的内容知識(TPACK)」の育成プログラムに関する予備的研究

教員養成及び現職研修における「技術と関わる教育的内容知識(TPACK)」の育成プログラムに関する予備的研究

Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

ABSTRACTResearch Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.

OPENING REAL SCIENCE: EVALUATION OF AN ONLINE MODULE ON STATISTICAL LITERACY FOR PRE-SERVICE PRIMARY TEACHERS

Opening Real Science (ORS) is a three-year government initiative developed as part of the Mathematics and Science Teachers program. It is a collaboration across universities involving teacher educators, scientists, mathematicians, statisticians and educational designers aimed at improving primary and secondary pre-service teachers’ competence and confidence in mathematics and science. The ORS project has developed 25 online learning modules for pre-service teacher programs. Statistical literacy is prioritised. The Statistical Literacy Module for Primary Teachers (SL-P) adopts an inquiry-based approach and uses resources and contexts relevant to their practice. This paper documents the development and evaluation process of SL-P from its conception to implementation, and reviews the initial trials. First published May 2017 at Statistics Education Research Journal Archives