Pre-service Training Research Articles

Enhancing Pre-Service Teacher Education Curriculum for English Language Instruction in South African Classrooms: Navigating Technological Advancements and Cultural Diversity

The educational environment in South Africa is characterised by linguistic diversity and technological advancements, which present particular difficulties and opportunities for pre-service teacher education programmes. This systematic literature review explores the effectiveness of current pre-service teacher training programmes in addressing the demands of teaching the English language in South African classrooms. Drawing upon a synthesis of empirical studies, theoretical frameworks, and policy documents, this review critically examines how existing teacher education curricula prepare educators to navigate the complexities of English language instruction within diverse cultural and linguistic contexts. The review follows the PRISMA guidelines, systematically searching and synthesising relevant literature published between 2000 and 2022. The findings reveal a range of insights into the strengths and limitations of current pre-service teacher education programmes in South Africa concerning English language instruction. Key themes emerge around the integration of technology in language teaching, strategies for addressing linguistic diversity, and the alignment of curriculum with the needs of diverse learners. The review highlights the importance of incorporating pedagogical approaches that leverage technology to enhance English language learning outcomes while fostering intercultural competence among pre-service teachers. Furthermore, it underscores the need for a culturally responsive pedagogy that acknowledges and respects the linguistic diversity present in South African classrooms.

Research on the Development of Integrated Educational Literacy among Students Majoring in Early Childhood Education

In recent years, China has implemented various policies to strengthen the development of inclusive education in early childhood education, particularly focusing on improving the pre-service training quality of teachers in this field. Therefore, this study aims to explore the current state of inclusive education literacy among early childhood education majors. The research subjects are 13 soon-to-graduate students majoring in early childhood education from higher education institutions in Guangdong Province. The study uses a case interview method and employs Nvivo14 software for coding analysis of the textual data. The results indicate that while early childhood education majors generally recognize the concept of inclusive education, they lack a deep understanding of it. They acknowledge the importance of inclusive education courses but have a relatively limited experience with its forms. Additionally, internship experiences with special needs children influence their self-efficacy in inclusive education to a certain extent.

Becoming a secondary school teacher: Keys to a meaningful professional identity

This study explores the construction of teachers' identities during their pre-service training and their initial period of professional induction. Thirteen life stories of novice teachers of differing characteristics attending the Master's Degree in Secondary Education Teaching at the University of Barcelona (Spain) are analysed. Findings identify four dimensions in identity construction (attribution, projection, development and transformation) and analyze their key components. The implications of the findings are discussed in terms of the dialectic between the professionalizing models in the training programme and the professional communities and teachers' specific personal processes of professional self-determination.

Early Childhood Education Teachers: Perceptions about Their Preservice Training

Early Childhood Education Teachers: Perceptions about Their Preservice Training

Digitized Evaluation of Academic Opportunities to Learn (OTLs) Concerning Linguistically Responsive Teaching (LRT): Descriptive Results from Nine Universities

Teachers in Germany are not prepared to teach in a linguistically responsive way. To change that, multiple development and research projects in this area have been established over the past decade. Recent studies show that pre-service teachers still have few opportunities to learn (OTLs) in the field of linguistically responsive teaching (LRT). This study aimed to transfer the theoretical model and the DaZKom test into pre-service teacher training and evaluate LRT-relevant OTLs at nine different universities across Germany with 1649 pre-service teachers. We focused on how LRT-relevant OTLs were perceived by pre-service teachers, how LRT-related OTLs and pre-service teachers’ academic backgrounds (course of studies and experience) were related, and how OTLs impacted LRT competence. This study was conducted during the COVID-19 pandemic. Therefore, the teacher training and evaluations were conducted digitally. We found that pre-service teachers report a relatively low number of LRT-relevant OTLs in their studies. In particular, LRT-relevant activities have so far been taught very rarely at universities. Also, different emphases still prevail at universities regarding the qualitative and quantitative offer of LRT-relevant OTLs, because of differences among the nine participating universities. Based on these findings, we recommend that universities offer LRT-relevant learning opportunities in the curriculum.

Quality of ultrasound images by midwives implementing ultrasound scanning services during antenatal clinics within selected healthcare facilities of Zambia

BackgroundLimited access to ultrasound services in low and middle-income countries (LMICs) prompts the development of an intensive training program for midwives. The aim of this study was to evaluate the quality of ultrasound images produced by midwives and assess their competency in gestational age assessment using femur length. MethodsA cross-sectional study conducted in 11 healthcare facilities across four districts in Zambia involved the evaluation of 928 images captured during the implementation of the Training in Ultrasound to Determine Gestational Age (TUDA) program in 2021. TUDA, collaboration under the DIPLOMATIC Study, trained 24 midwives intensively for 14 days, followed by eight weeks of supervised scanning. Image assessment utilized the Sarries four-point tool, and statistical analyses included descriptive and inferential statistics. ResultsMidwives achieved an 87.95 % competency level in basic ultrasound scans for gestational age determination using femur length. Assessment by four evaluators showed an average proportion of good-quality images also at 87.95 %. There were no statistically significant differences among assessors, indicating consistency in evaluations. Trainers and radiographers exhibited different average proportions of good-quality images at 91.5 % and 83.9 %, respectively, with no statistically significant differences observed between them.Furthermore, analysis of image quality revealed significant variation among different facilities. Specifically, in Chipata, 24.32 % of scans were classified as poor quality, while in George Clinic, only 2.30 % were considered poor quality. A Chi-square test indicated a substantial correlation between health facility and image quality (χ2 = 15.99, p = 0.025). However, no significant correlations were found between image quality and factors such as work experience, age group, or gender. ConclusionThis study provides critical evidence for successfully training midwives to competent produce high-quality ultrasound images for determining gestational age. These findings are essential for guiding interventions aimed at enhancing ultrasound service delivery and ensuring consistent, high-quality healthcare outcomes, because this is critical for effective prenatal care in Zambia. This has high potential to improve prenatal care. RecommendationZambia needs to train more midwives to provide routine ultrasound services during Antenatal Care (ANC) which may ultimately reduce preterm and still births. We recommend the inclusion of ultrasound scanning in-service and pre-service training and establishment of standardized protocols and guidelines for ultrasound scanning services during antenatal clinics.

The Status and Inspiration of General School Teachers’ Inclusive Education Literacy from an International Comparative Perspective

Teachers in general schools with inclusive education literacy are one of the conditions for children with special needs to receive high-quality general education, as well as an essential guarantee for providing an excellent education to the people and building a solid education country. This paper uses data from the Teaching and Learning International Survey (TALIS 2018), use the hierarchical cluster method to investigate the characteristics of teachers’ preparedness status for inclusive literacy in general schools from an international comparative perspective. The findings revealed that the inclusive literacy preparedness of general school teachers worldwide can be classified into three types: younger-highly inclusive literacy teachers, advanced age-medium inclusive literacy teachers, and highly educated-low inclusive literacy teachers. Younger-highly inclusive literacy teachers are characterized by rejuvenation, a high degree of undergraduate education, an emphasis on pre-service education, and an oversupply of professional development activities. Advanced age-medium inclusive literacy teachers are characterized by aging, incomplete pre-service education training, and the most urgent need for teachers’ professional development in information technology. Highly educated-low inclusive literacy teachers are distinguished by highly educated, low levels of pre-service education, and an abundance of professional development opportunities for teachers. School administrators are advised to prioritize ongoing professional development activities for teachers to speed teacher education integration and increase teacher and educational quality.

The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness

The aim of this study is to increase pre-service science teachers’ awareness of climate change through online argumentation activities. The study prepared pre-service training content based on online argumentation to increase climate change awareness. For the training, activities were prepared based on online argumentation for the sub-dimensions of climate change, which are content knowledge, awareness of the effects of climate change, awareness of personal initiatives, awareness of industrial initiatives, and tendencies towards preventing climate change. Expert opinions were taken about the activities and then they were finalized. Data was collected through an open-ended questionnaire applied as pre- and post-test. 32 pre-service science teachers from 22 different universities across Türkiye participated in the online training. The climate change awareness form was applied before and after the training. Data was analyzed using a content analysis approach. As a result of the study, it was observed that there was a significant difference in the pre-service teachers’ content knowledge of climate change, and they provided more justifications in the sub-dimensions of climate change awareness after the training, and their awareness increased.

Factors influencing pre-service special education teachers’ intention toward AI in education: Digital literacy, teacher self-efficacy, perceived ease of use, and perceived usefulness

The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers’ intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.

A Study of Pre-Service Preparation of Exceptional Teachers in Elementary Schools from the Perspective of TPACK

In the context of educational informatization, what knowledge and ability teachers should have has always been a hot topic in educational research. The proposal of TPACK, which integrates technology, not only conforms to the trend of the times and promotes the integration of curriculum, but also provides a new perspective for teachers’ professional development. The quality of primary school excellent teachers determines the quality of primary education in China, and pre-service training is the most systematic, comprehensive and far-reaching stage in teacher training. Therefore, it is very important to do a good job of pre-service training of primary school excellent teachers. This study mainly analyzes the problems existing in the training concept, curriculum setting and teaching practice of excellent teachers in pre-service primary schools in China, and puts forward the mode construction of cultivating excellent teachers in primary schools from the perspective of TPACK, so as to promote the pre-service training of excellent teachers in primary schools and promote the process of educational informatization in China.

Knowledge and Perception of Community Based Integrated Management of Neonatal and Childhood Illnesses among Medical Students at a Medical College: A Descriptive Cross-sectional Study.

Community-Based Integrated Management of Neonatal and Childhood Illnesses (CBIMNCI) is the integrated approach for the management of children's common health concerns in outpatient primary health care settings and interventions at the family and community level. This study aimed to assess the knowledge and perception regarding CB-IMNCI in medical students studying in the clinical phase of a medical college. A descriptive cross-sectional study was conducted from February to June 2023 among 218 clinical-year medical students after obtaining ethical clearance from the Institutional Review Committee (Reference number: IRC-LMC-04/M-022). A self-administered questionnaire with CB-IMNCI-related multiple-choice questions was used for data collection and the responses to knowledge-related questions were evaluated using a predefined answer key. The results were expressed in terms of the number and percentage of the participants who answered each questions correctly. Of the 218 students, 111 (50.92%) were male and 107 (49.08%) were female. Among the participants, 164 (75.23%) (70-80% at 95% Confidence Interval) demonstrated basic knowledge of CB-IMNCI, successfully answering 50% or more of the questions. Among the males, 81 (72.97%), and among the females, 83 (77.57%) had basic knowledge of CBIMNCI. In terms of semester-wise distribution, 33(53.22%) in the 5th semester, 43 (82.69%) in the 7th semester, 41 (80.39%) in the 9th semester and 47 (88.67%) were able to answer 50% or more of the questions correctly. This study showed that one fourth of the students lack the basic knowledge about CB-IMNCI. It suggests the need for further work to enhance effectiveness of pre-service CB-IMNCI training.

‘First of all, I need training’: a qualitative study evaluating the Fiji community health worker training program

BackgroundFiji faces a growing burden of diseases and a significant emigration of health workers, heightening the role of community health workers (CHWs) in healthcare delivery. Effective training is crucial for CHWs to enhance their capacity and service quality. This study evaluates CHW training in Fiji, aiming to identify areas for improvement.MethodsA qualitative study was conducted, encompassing a review of national policies on CHW training, six focus group discussions, and interviews with CHWs and their supervisors across Fijian subdivisions. This study was collaboratively designed with Fiji's Ministry of Health and Medical Services (MOHMS). Data was transcribed, coded, and thematically analysed using the Community Health Workers Assessment and Improvement Matrix (CHW-AIM).FindingsWhile CHW training policies in Fiji are well-established, discrepancies exist between the policy and its implementation. Challenges include inconsistent training for new recruits, limited resources, and variability in training content and frequency of training across divisions, especially concerning noncommunicable disease (NCD) training.InterpretationTo enhance the CHW training program in Fiji, a restructuring and standardisation of both pre-service and in-service training is necessary, tailored to the needs of each division. Investment in ongoing capacity building, alongside the development and revision of training guidelines, particularly for managing NCD complications in the community, is crucial. Implementing these changes will enable CHWs in Fiji to be better equipped for providing essential community-based care.

Language Policy Dynamics in Early Childhood Education through Basil Bernstein’s Lens

This paper examined the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. It focuses on the benefits and implications of using local languages as media of instruction in early grades drawing on Basil Bernstein’s framing and control lens. This study is qualitative in nature and it used descriptive research design to examine the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. Simple random sampling technique was used to select ten (10) privately owned centers and ten (10) teachers that formed the sample. Ten (10) center managers were purposely selected bringing the total number of participants to twenty (20). The study used participant and non-participant observation and interviews to collect data and a total of 10 lessons were observed with a focus on the language of the instruction used. The results of the study show that there are major divides that linger among the classes in society which are visible in geographical locations of schools and have a great influence on the language of instruction. The results further show that local languages are not taught in private schools due to limitations in language command and skill set required to adequately teach. The study recommends that the pre service training programs should equip early childhood education teachers with adequate skills in local language teaching. Further, there is need for wider consultation with all stakeholders if issues of medium of instruction are to be a consensus at pre-grade.

Factors Affecting the Expected Outcomes of Implementing Comprehensive Sexuality Education on Learners in Rural Public Secondary Schools of Muchinga Province of Zambia

The study was focused on the factors affecting the expected outcomes of implementing Comprehensive Sexuality Education in rural public secondary schools of Muchinga province of Zambia. The main objectives was to identify factors that affects the implementation of Comprehensive Sexuality Education. The research employed Qualitative method. It used interpretivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The study identified various factors for implementing Comprehensive Sexuality Education such as; learners having difficulties in sharing experiences to friends who have already been exposed to unhealthy and unsafe sexual experiences, inaccurate information on sexuality matters found on social media, difficulty in understanding some sexuality terms in English, being uncomfortable when learning about private parts which sounds like insults, learners fail to abstain from sexual intercourse after learning instead they opted to experiment what they were learning, inappropriate dress code among some female learners and teachers, inappropriate cultural and traditional practices, such as elopement. Parents who have difficulties in understanding why their children are learning Comprehensive Sexuality Education should be counselled and sensitized by school leaders. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and intensify the training of teachers in Comprehensive Sexuality Education using cascading model during in-service and pre-service trainings. The future recommendation from this study was that, A research on exploring the factors affecting the implementation of Comprehensive Sexuality Education and its expected outcomes in selected rural public secondary schools of Muchinga province of Zambia would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings of Muchinga Province.

Assessment of Teacher Competence and Quality Delivery of Comprehensive Sexuality Lessons in Rural Public Secondary Schools of Muchinga Province of Zambia

The study focused on assessing teacher competence and quality delivery of Comprehensive Sexuality lessons in rural public secondary schools of Muchinga province of Zambia. The main objective was to ascertain the level of teacher competency in quality delivery of Comprehensive Sexuality Education lessons. The research employed Quantitative method. It used positivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of the total number of 62 teacher respondents. It employed the close ended questionnaire. The study ascertained that Some teachers were competent, while others were not because the lowest mean score of 1.13 was for "I attended School Based Continuous Professional Development in Comprehensive Sexuality Education" and the highest mean score 1.77 was for "I trained through cascading model.” the statistical tests were significant because the difference between two mean was equated to less than 0.05, the regression resulted indicated that more teachers were trained using School Based Continuous Professional Development while a few teachers were trained using Cascading model which is the better way of training teachers for Comprehensive Sexuality Education. The recommendations for this research were that; Comprehensive Sexuality Education should be implemented in all schools, school leadership should champion the implementation of it, School leaders should ensure the development of deliberate Comprehensive Sexuality Education school policy in all schools and facilitate adherence to its implemented. School leaders to intensify more School Based Continuous Professional Development meetings in order to capacity build teachers in Comprehensive Sexuality Education and teachers should continue using subjective pedagogical skills which makes learners freely share their sexuality experiences. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and continue training teachers in Comprehensive Sexuality Education during in-service and pre-service trainings. The future recommendation from this study was that, assessments of teacher competence and quality delivery of comprehensive sexuality lessons in selected public secondary schools of Muchinga province of Zambia research should be conducted in other secondary schools of Muchinga Province of Zambia.

The Harawayan Bee Hotel: a tool to catalyse emancipatory change within and beyond the Education for Sustainable Development agenda in pre-service teacher training

The notion of the Anthropocene has become a popular (and contested) term to describe the times we live in; among other things, it alerts us to the damage mainstream Western-centred anthropocentrism has wreaked on nature: in so doing, the Anthropocene signals that for life as we know it to continue, a more sustainable relationship with nature must be urgently implemented. The article will discuss a project that emerged as part of a teacher education programme in the UK where selected insights elaborated by Donna Haraway have been used to inform a Bee Hotel project. The resulting ‘Harawayan’ Bee Hotel (HBH) was used as a catalyst to help trainee teachers to both blend climate education into the standard curriculum to be delivered during their placements and, importantly, to introduce them to a new conceptualisation of nature. Specifically, trainee teachers were presented with, and encouraged to integrate into their teaching practices, a vision of nature that recognises and respects its uniqueness, agency and worth, and that accepts that some level of ecological instrumentalisation and destruction is necessary for human life. The article will argue that the HBH acts as a microcosm where it is possible to forge and practice, for both present and future generations, an ethics that encourages the establishment of a respectful relationship with nature, facilitating the meeting of SDGs and offering the thinking tools to go beyond them.

Implementation of Inclusive Education Framework in Preservice Teacher Preparation Programs

The study was motivated by the global pursuit of educational equity and equality, and the unique challenges of implementing inclusive education in China, a country with a profound educational legacy and rapid modernization. The study aimed to address the research gap of evaluating the adaptability and effectiveness of the current teacher training framework within the Chinese context, offering guidance and references for educational reforms.The study aimed to evaluate the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs in China, and to answer seven research questions related to the profile, perception, and assessment of pre-service teachers.The study employed a descriptive quantitative research method and adopted a descriptive correlational research design. The study concluded that the pre-service teachers had a moderate level of knowledge, skills, attitudes, and beliefs about inclusive education, and that their training and preparation needed to be improved and tailored to the Chinese context. The study also recommended some innovative measures to enhance the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs.

Co-creating with AI in Art Education: On the Precipice of the Next Terrain

In exploring the collaborative engagement of AI in envisioning the future through Art Education, a critical focus emerges on the role of preservice teacher education. This inquiry underscores the necessity of equipping educators with the essential skills and resources to integrate AI-driven content creation, thereby nurturing students' futuristic imagination. To empower educators in this endeavor, it is imperative to provide structured curriculum frameworks and technical proficiency in utilizing AI software tools. By adeptly training preservice teachers in leveraging AI resources, it is necessary to catalyze a new wave of aesthetic innovation transcending the digital era. The competency of educators in integrating AI will significantly shape the capacity of the next generation to innovate and co-create with this technology. Hence, there is a pressing need to invest in preservice training and foster a culture of AI experimentation within educational environments. There exist issues of bias, accuracy, ethics, and safety when utilizing AI, and these also need to be addressed in the classroom space. This paper aims to delve into instructional models for seamlessly integrating AI into preservice training. It will deliberate on strategies for incorporating AI tools to redefine the trajectory of art and design education. Through thoughtful exploration and implementation, teachers can harness the transformative potential of AI to inspire creativity and drive innovation in the realm of Art Education.

Factors influencing fatigue of construction workers in hypoxic environments: A survey study

The number of construction projects at high altitude has continued to increase in recent years. Studies have shown that high-altitude environments pose significant challenges to construction workers and that hypoxia can cause cognitive and physical impairments. However, it remains unclear whether and how high-altitude exposure affects construction workers’ fatigue, which limits the effectiveness of occupational safety and health management in high-altitude projects. To address this concern, this cross-sectional study analyzed data from 646 workers at construction sites located at altitudes around 4000 m, aiming to identify factors contributing to fatigue. Using Bayesian network modeling, the study explored the interdependencies between shift conditions, sleep quality, work overload, and duration of high-altitude exposure on pre-service and work fatigue. The analysis revealed that sleep quality and shift patterns are primary predictors of pre-service fatigue, with work overload also playing a significant role. Pre-service fatigue emerged as a critical mediator for work fatigue, especially when combined with high workload. Notably, the duration of high-altitude exposure influenced both pre-service fatigue and work fatigue. These insights emphasize the need for comprehensive fatigue management strategies that consider individual and job-related factors to enhance safety outcomes. The study advocates for targeted fatigue monitoring and management practices, including pre-service training and real-time fatigue monitoring, to ensure the health and safety of workers in high-altitude construction environments.

EXPLORING THE RELATIONSHIP BETWEEN SELF-REGULATION AND TEACHING PERFORMANCE: A SEQUENTIAL EXPLANATORY STUDY

The performance of pre-service teachers has become a central issue in education for it implicates the effectiveness of their future. The current pre-service training programs have been evaluated for improvement in areas like mentoring, curriculum, and system-wide coordination, which should be addressed to help prepare pre-service teachers for successful careers. Report says that pre-service teachers contributed a lot in delivering the teaching-learning process. Thus, the purpose of this sequential exploratory study is to explore the relationship between self-regulation and the teaching performance of pre-service teachers at a local college in the southern part of the Philippines. This study was conducted with the pre-service teachers of a local college in the southern part of the Philippines enrolled in SY 2023-2024 where the self-regulation questionnaire was used and adapted. Moreover, in measuring the level of teaching performance of pre-service teachers, this research adapted and utilized the Checklist for Pre-Service Teachers Actual Teaching issued in January 2016 by one of the local colleges of the southern part of the Philippines. This study also applied qualitative research to explore and validate the self-assessment made by the pre-service teachers. The research instrument was validated by an expert and utilized by the cooperating teachers to evaluate the validity and reliability of the results from the pre-service teachers. The accounts from the informants underwent thematic analysis and triangulation to formulate themes that were discussed and elaborated on, supported by the related literature. The ethical considerations and ethical guidelines were also considered. The level of self-regulation obtained a mean of 3.81 with a descriptive equivalent of often which implies a high level of self-regulation. In addition, the level of teaching performance obtained the mean of 4.24 with a descriptive equivalent of often which implies a high level of teaching performance. There is a significant relationship between the two variables. The study revealed that the r-value is 0.467 which implies moderate correlation, and the p-value is 0.000, indicating that the p-value is less than 0.05 level of significance. This study will help the students improve their self-regulation skills, which can affect their teaching performance. It will assist the institution in initiating and implementing programs and creating meaningful activities that will enhance teaching performance and self-regulation among students. The discrepancies between pre-service self-regulation and their actual performance can highlight areas needing targeted intervention. A pre-service teacher may believe they possess excellent time management skills, but classroom observations might reveal difficulties in maintaining lesson pacing. This gap indicates the necessity for enhanced training and reflective practices. Constructive feedback from cooperating teachers plays an essential role in guiding pre-service teachers to align their self-perceptions with reality. In addition to actionable feedback and reflective dialogue, pre-service teachers can develop more accurate self-awareness and implement strategies to improve their self-regulation and teaching practices. KEYWORDS: Self-Regulation, Teaching Performance, Pre-service Teacher, Sequential Exploratory