Pre-service Primary School Teachers Research Articles

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge.

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.

ETwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers

<p style="text-align:justify">eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.</p>

Investigating fraction computation problem-solving among pre-service primary school teachers

The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enrolled in the Primary School Teacher Education Department at one of the private universities in Jakarta, Indonesia. The findings reveal a notable outcome in pre-service primary school teachers ' understanding of fraction computation problem-solving, marked by recognizable strategies in their problem-solving approach. This research suggests that designing a series of workbooks containing various strategies in computational fractions and building a strong fractional number sense can help pre-service teachers reduce misconceptions and better understand fraction operations. These findings offer guidance for mathematics teacher education on how to effectively teach and embed the concept of fraction calculations to their future students so that they can only teach procedurally if they understand the meaning of fraction operations.

Language-Related Expressions of Personality

The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence.

The Relationship between Human Rights Judgment of Pre-service Primary School Teachers and Taking Human Rights Education Courses at Universities

The Relationship between Human Rights Judgment of Pre-service Primary School Teachers and Taking Human Rights Education Courses at Universities

Study on the progression of pre-service primary school teachers’ models regarding the phenomenon of tides

ABSTRACT The progress achieved in the models used by future Spanish primary school teachers on the phenomenon of tides is analysed after implementing a modelling-based didactic sequence. It was implemented throughout ten sessions in two classes (N = 88). An open-ended questionnaire was used as a data collecting instrument. Based on prior studies and the information gathered in this instrument, a holistic rubric was created to characterise the models used before and after implementing the didactic sequence. The comparison of the results obtained reveals important advances in the models used, which shows the usefulness of the sequence taking into account the progression of the students’ knowledge of the phenomenon analysed. However, it also reflects the persistence of some difficulties that hinder the achievement of the desired school model. The main difficulty lay in understanding the effect produced by the differential forces on a flexible body, such as the oceanic mass. All this helps identify possible improvements in the design process of the didactic sequence developed, such as introducing new activities to reinforce key concepts, reordering some activities, and enhancing the role of thought experiments.

Design of Online Digital Disaster Training Program for Pre-Service Teachers

At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBİTAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.

Preservice primary school teachers’ journey to drama in Türkiye

This case study examined the drama education received by preservice primary school teachers in terms of both theoretical and practical aspects. The sample consisted of seventeen preservice primary school teachers (thirteen women and four men) from the Department of Classroom Education of the Faculty of Education of a public university in Türkiye. Data were collected using drama lesson plans, practice lesson diaries, semi-structured interview questions and metaphors. The data were analysed using inductive content analysis. The results showed that participants held misconceptions regarding drama lesson methods and techniques in their lesson plans. Participants had difficulty managing their classrooms while implementing their plans and they did not fully understand dramatization. Moreover, their classrooms were too crowded for drama activities. Participants stated that drama made the lessons more fun. They noted that drama helped them develop creativity and interact with their classmates. They also added that drama made them feel free. They regarded drama as a method or technique that could be used in any course. Researchers should conduct further qualitative and quantitative studies to examine drama’s ‘discipline’ dimension and to form a basis for needs analysis for its use in education.

Emotional intelligence training for pre-service primary school teachers: a mixed methods research.

This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence. The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/post-test, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum.

Pre-service Primary School Teachers’ Technological Pedagogical Content Knowledge Regarding a Science Unit

Pre-service Primary School Teachers’ Technological Pedagogical Content Knowledge Regarding a Science Unit

Education for sustainable development in primary school: Understanding, importance, and implementation

There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated.<br /> Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method.<br /> The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.

The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers

The effect of block-based programming activities on the computational thinking skills of pre-service primary school teachers

Pre-service primary school teachers' metaphor perceptions of digital literacy

With the inclusion of information and communication technologies in almost every aspect of life, a digital world has begun to emerge. In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phenomenology design, one of the qualitative research designs was used. The study group of the research consisted of 45 pre-service teachers studying in the department of classroom teaching. As a data collection tool, the "Digital literacy is like .... Because ..." form was used. Content analysis technique was used to analyze the data obtained from pre-service teachers. According to the findings, a total of 34 metaphors were produced in the study group. It was found that pre-service classroom teachers had positive thoughts about digital literacy. As a result, the pre-service teachers created a total of 34 metaphors in the categories of infinity, object, movement, need and guide from their perceptions of digital literacy and that these metaphors consisted of expressions with positive meanings.

MOKYKLA IR PAMOKOS UŽ JOS RIBŲ: BŪSIMŲJŲ PRADINIŲ KLASIŲ MOKYTOJŲ MOKYKLINIŲ METŲ PATIRTYS

The study examined the school experiences of pre-service primary school teachers (N - 39) about learning in non-traditional educational environments/settings. Based on the autobiographical memory paradigm. This is important in studies, because later, based on the experience of students, knowledge and understanding of educational environments and their use in teaching natural sciences in primary school is expanded and deepened. A two-part task was assigned to the participants: Students were asked to: 1) recall their school and draw a picture of it; 2) recall lessons they learned outside of the classroom, such as in a yard, park, or other educational setting, and provide a brief description of those experiences. After analysing their memories, the participants were able to choose which form - child, young person or adult, woman or man - they would give to the school in order to best reflect the culture of the time and to express the feelings of the former students. The drawing was asked to be accompanied by a short comment to ensure that it was correctly understood by the group mates. The survey shows that students are more likely to share positive than negative experiences of their school years. Pre-service teachers benefit from looking back on their school years as they consider how to modify the educational process to fit the needs of diverse students and consider the role of a teacher, which includes being an investigator of students' learning and not being frightened of innovation or change. Keywords: autobiographical memory, educational environments, pre-service teachers, outdoor learning.

EXAMINING THE RELATIONSHIP BETWEEN SUSTAINABLE CONSUMPTION BEHAVIORS AND ENVIRONMENTAL LITERACY OF PRE-SERVICE PRIMARY SCHOOL TEACHERS

This study aimed to determine the relationship between sustainable consumption behaviors and the environmental literacy of pre-service primary school teachers. The study was conducted with 144 (103 female, 41 male) pre-service teachers (103 female, 41 male) studying in the department of classroom teaching at the faculty of education of a state university located in the Central Black Sea Region in the spring semester of the 2022-2023 academic year. The relational survey model, one of the quantitative research methods, was used in the study. The research data were collected using the Sustainable Consumption scale developed by Doğan, Bulut, Çımrın (2015); to measure individuals' sustainable consumption behaviors. "Environmental Literacy Scale for Adults (ELSA)" developed by Atabek-Yiğit et al. (2014) was used for environmental literacy. According to the research findings, a positive relationship was found between the sustainable consumption behaviors of pre-service teachers and their environmental awareness, non-essential purchasing, saving and reusability levels. There is a moderate, positive and significant relationship between pre-service teachers' environmental literacy levels and sustainable consumption behaviors. The sustainable consumption behavior, environmental awareness, saving, and non-essential purchasing of pre-service primary school teachers do not show a significant difference according to gender. In line with the findings obtained as a result of the research, prospective primary school teachers are sustainable.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

Pre-service teachers’ perceptions towards integrating educational robotics in the primary school

This paper seeks to understand the impact of a training program on 19 pre-service primary school teachers’ perceptions towards educational robotics (ER). The training program is based on a reflective process of design and implementation of a learning scenario during the practicum, using a pre-experimental design. Quantitative data were collected through a questionnaire applied at three moments of the intervention: pre-intervention, post-intervention 1 (19 weeks after), and post-intervention 2 (37 weeks after). The results show that the features of the proposed training program positively influenced the pre-service teachers’ (PST) perceptions towards ER. Experiencing curricular integration of ER and participation in a reflective process of learning scenario design positively influenced their perceptions in post-intervention 1. After experiencing the integration of ER in the practicum class, PST adjusted their positive perceptions in post-intervention 2. PST also displayed a decrease in neutrality in their perceptions in post-intervention 1 and post-intervention 2. Given the limited sample, it’s not possible to generalize these results, however they have implications for initial teacher training programs dedicated to technology integration. PST must be allowed to confront their preconceived perceptions of integrating technology into teaching and learning processes with the reflective process of designing and implementing a lesson plan that integrates technology during the practicum.

Examining the Skill Development of Pre-Service Primary School Teachers Through Interdisciplinary Approach

Examining the Skill Development of Pre-Service Primary School Teachers Through Interdisciplinary Approach

Investigating How Pre-service Primary School Teachers at The University of Botswana Interpret Video-Based Assessments in Mathematics Education

Investigating How Pre-service Primary School Teachers at The University of Botswana Interpret Video-Based Assessments in Mathematics Education

Pre-service teachers’ experiences of a core Bachelor of Education (primary) unit: Teaching and learning about relationships and sex education for and about sex, gender and sexual diversity

ABSTARCT The expectations placed on teachers and teacher educators have increased particularly in relation to education topics such as relationships and sex education. One group of four pre-service teachers and a teacher educator based in an Australian university studying a Bachelor of Education (primary) share their experiences of teaching and learning in a fourth-year core curriculum unit of study in health. The aim of this paper is to explore narrative accounts using Archer’s approaches to reflection (Archer, 2007) of our teaching and learning experiences. The reflections are shared within the context of making decisions about learning effective practices for relationships and sex education for and about sex, gender and sexual diversity as part of the curriculum, policy and pedagogical imperative in Australia. We found that queering pre-service primary school teacher practices for RSE is possible through deep reflection as part of teaching and learning in an initial teacher education course work core unit of study. Making this practice visible has implications for initial teacher educators in university contexts globally.