Pre-service Primary School Teachers Research Articles

Perpectives of primary pre-service teachers on integrated teaching

Integrated teaching has been implemented in many educational systems across the world. In order to organize integrated teaching effectively, teachers need to be equipped with integrated teaching knowledge and skills from the time they are studying at a teacher training program. This study aims to evaluate the viewpoints of primary school pre-service teachers on integrated teaching in Mathematics at the primary education level. The research used a quantitative method by surveying 354 students from five universities across the main regions of a developing country in Asia. The results show that participants were aware of the important role of integrated teaching and the necessity of skill training in designing and using activities in Mathematics integrated teaching. However, their current skills in designing and using activities in Mathematics integrated teaching are only at or below the average level. Moreover, they have not often been trained or guided to design integrated teaching situations in primary education Mathematics. It is suggested that primary school pre-service teachers should be trained to be able to comprehend the integrated teaching concepts, processes and implement them in real teaching situations. Keywords: Integrated teaching, primary education, Mathematics, pre-service teachers, pedagogical institutions

Examining Predictors and Outcomes of Decent Work among Chinese Female Pre-Service Primary School Teachers

The purpose of this study was to examine the future decent work perceptions in the Psychology of Working Theory (PWT) based on a sample of female primary pre-service teachers in higher education. A cross-sectional design was used for this research. 368 pre-service female teachers were recruited from a university in eastern China for the current study. The results of structural equation modeling indicated that the PWT model applied to Chinese pre-service female primary school teachers. In particular, subjective social status was positively related to future decent work perceptions, disadvantaged mindset was negatively related to future decent work perceptions, and future decent work perceptions were positively related to academic satisfaction. Overall, all the proposed direct pathways in this study were significant. This is the first empirical study to apply the PWT framework among Chinese pre-service female teachers in primary school. With this examination, we were able to comprehensively examine the relationship between variables such as subjective social status and disadvantaged mindset, and future decent work perceptions, helping to improve students’ academic satisfaction and providing suggestions for future career development for this group.

Geleneksel Çocuk Oyunlarının Matematik Öğretiminde Kullanılmasına İlişkin Sınıf Öğretmeni Adaylarının Görüşleri

Bilişsel, duyuşsal ve psikomotor becerileri işe koşan oyunlar sayesinde çocuklar yalnız eğlenmekle kalmaz yeni bilgiler de edinirler. Bu nedenle oyunla öğretime ilgi giderek artmaktadır. Bu çalışmanın amacı matematik derslerine uyarlanan geleneksel çocuk oyunlarına yönelik sınıf öğretmeni adaylarının görüşlerini ortaya çıkarmaktır. Veriler Ege Bölgesi’ndeki bir eğitim fakültesinin sınıf öğretmenliği programında öğrenimlerini sürdüren 38 dördüncü sınıf öğrencisinden elde edilmiştir. Öğretmen adaylarından matematiğe uyarlanmış ve ilkokul 1-4. sınıflarda öğretim aracı olarak uygulanmış geleneksel oyun videoları izletilerek, izlenimlerini not etmeleri istenmiştir. Katılımcıların görüşleri daha çok öğrenme-öğretme boyutunda yoğunlaşmış, adaylar sıklıkla oyunların kazanımların öngördüğü hedeflere ulaştırdığını ve öğrencilerin eğlenerek öğrenmeyi gerçekleştirdiğini belirtmişlerdir. Bunun yanında katılımcılar, geleneksel oyunların ilkokul öğrencilerine bilişsel, duyuşsal ve psikomotor becerileri içeren davranışsal anlamda ve sosyal beceri anlamında katkı sağlayacağını da belirtmişlerdir. Oyunların geleneksel olmasından yola çıkarak, kültürel katkıları olabileceğini düşünen öğretmen adayları da bulunmaktadır.

Primary school pre-service teachers’ perception of documentary films as educational resources

In today's society, audiovisual resources represent a fundamental form of relationship with the world and the acquisition of information and knowledge. In this sense, several scientific studies recognize the usefulness of audiovisual in general, and documentary film in particular, as an educational resource. Research indicates that cinema is not a resource widely used by teachers. This research is conceived within the framework of the initial training of teachers of Primary Education. To this end, and with the criterion of ease of access to the sample population, a questionnaire organized in five dimensions was designed. The questionnaire was administered to 213 students of Degree in Education of the University of Murcia (Spain). The results point at the documentary cinema as an educational resource known by future teachers. They also recognized the interest of documentaries for their future teaching practice. However, throughout their educational career they had not had much contact with documentary film nor were they great consumers of this type of resource. These results should make us reflect on initial teacher training in universities. Efforts should be increased to promote the acquisition of higher-level media competence that allowed teachers to analyze and select good resources for use in the classroom and that has an impact on the competence of their future primary school students.

Investigation of the Specialized Content Knowledge of the Pre-service Primary School Teachers about Multiplication

This study aimed to investigate the specialized content knowledge of pre-service primary school teachers about multiplication through problem posing and the justification for the accuracy of the multiplication of a two-digit number and a single-digit number. The research questions were formulated based on the theoretical framework of Ball and her colleagues’ teacher knowledge. The data were collected from 2nd, 3rd and 4th year pre-service teachers studying in the Faculty of Education of a state university using two open-ended questions. The data were analyzed with the content analysis method to provide a detailed perspective on the specialized content knowledge of pre-service teachers about multiplication. The findings of the study showed that although the pre-service teachers had difficulties in writing a problem related to multiplication operations, in which one of the multipliers was zero, the number of correct problem statements for the given operation increased as the pre-service teachers proceeded in their education. Another finding of the study is that the majority of the pre-service teachers made correct interpretations about the correctness or incorrectness of the solutions to the multiplication of a two-digit number and a single-digit number. However, it was observed that the pre-service teachers based their justifications for the student solutions given to them on students’ operational knowledge rather than their conceptual knowledge of the multiplication operation. The findings of the study were discussed within the framework of the relevant literature and some recommendations were made.

The Relationships Between Career-Related Emotional Support From Parents and Teachers and Career Adaptability.

Career-related support from parents and teachers plays an essential role in the process of promoting young people's career development. This study examined the relationship between parents' and teachers' career-related support and career adaptability among Chinese male primary school preservice teachers (N = 772). The participants completed the Career Adapt-Abilities Scale-Short Version (CAAS), the Career-Related Parental Support Scale (CRPSS), and the Career-Related Teacher Support Scale (CRTSS). Results showed that a high level of emotional support from parents and teachers had more effects on the career adaptability of Chinese male primary school preservice teachers then other aspects in the scale, and teachers' emotional support is more important than parents' emotional support. Notably, there is a complex correlation among education level and occupation of parents and their children's occupational adaptability. These findings carry implications for supporting teachers and parents in facilitating preservice teachers' career adaptability. Future research could identify the differential effects of different forms of teacher support and parental support relate to career adaptability.

Preservice primary school teachers’ attitudes towards mathematics: a longitudinal study

Preservice primary school teachers’ attitudes towards mathematics: a longitudinal study

SCIENCE TEACHING SELF-EFFICACY BELIEFS OF PRE-SERVICE TEACHERS: CONTEXT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND VISUAL METAPHORS

It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers' SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the research. The research sample consisted of 75 pre-service primary school teachers. A metaphorical perception form, a science SE scale, and a TPCK scale were applied as data collection tools. It was found that the majority of pre-service teachers in science teaching had moderate and high SE and technological pedagogical content. It was also found that pre-service teachers' science teaching SE levels were related to the sub-dimension levels of the TPCK. When the visual metaphors created by the pre-service teachers were associated with quantitative data, it was seen that as the SE level of the pre-service teachers increased, visual metaphors gained a quality from general to specific. It was also concluded that the metaphors of the pre-service teachers with high SE levels were formed in more detail and accurately, and the conceptual errors were reduced. Keywords: pre-service teachers, primary school, science teaching, self-efficacy visual metaphors

Improving the Science Process Skills and Science Literacy of Primary School Pre-service Teachers with Different Parental Education Levels

This research was undertaken to improve the science process skills (SPS) and science literacy (SL) of primary school pre-service teachers with different family backgrounds in terms of parental education. It was planned with a quasi-experimental design with pretests and posttests in the framework of quantitative research methodology. Eighty-four first-year students from the primary school education departments of two different public universities participated in this 14-week-long study conducted in the spring semester of 2021-2022. Classes were taught with a focus on SPS for the experimental groups and within the scope of a textbook developed for basic science education in primary school for the control groups. Data were collected by administering the SPS Test and SL Test. In the analysis of the data, descriptive statistics, ANOVA, and MANOVA were used. The results showed that SPS-focused education processes significantly increased the SPS and SL of the pre-service teachers. Furthermore, prior to the implementation, participants in both experimental and control groups whose parents were had bachelor degree or high school diploma ranked higher in terms of SPS and SL. While the gap in SPS arising from parental education level was closed in the experimental groups as a result of the implementation, the advantage of having a bachelor degree parent continued for SL. These results are discussed in the context of primary school pre-service teachers regarding parental education levels, SPS, and SL.

Preservice Primary Teachers' Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms.

The teaching of natural sciences and technology in primary schools presents an opportunity to use innovative approaches to teach STEM-based activities. The subject presents opportunities for learners to experience STEM-based instructional approaches in their early school years; therefore, it is essential that preservice primary school teachers are adequately prepared for the task. This study explored the perceptions of preservice teachers of STEM-based teaching in natural sciences and technology classrooms. Using a qualitative research approach and a single case study of a science and technology teaching methods course at a South African university, five participants were purposively selected from a group of 42 preservice teachers who had participated in a project to develop lesson plans and reflect on how to teach STEM. The data collected were analysed using thematic content analysis techniques. The findings indicate that the preservice teachers used natural sciences as an entry point to teach STEM and underestimated the technology component. The preservice teachers had the perception that STEM is taught through activity-based strategies while incorporating assessment for learning. Although they identified activities that could be used to teach STEM, they did not link the activities with developing specific skills in the lesson plans. The study recommends that preservice teachers be taught to link STEM activities with the development of specific STEM skills.

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

The paper was prepared within the project Advancing European Values and Standards in Georgian Schools supported by Erasmus + JeanMonet program of the European Union. One of the main purposes of this project was to study the school education system of the leadingEU member states by the team members. The author was involved in researching the school education system of Finland determining theviews of school teachers in Finland related to schoolchildren’s human rights protection. As it is known, this country has the leading positionrelated to the introduction of the new and modernized system of education in school and providing maximum protection of children’shuman rights, particularly those of schoolchildren.In general, this paper discusses pre-service teachers’ views concerning the United Nations (UN) Convention on the Rights of the Childand the ways teachers perceive their connection to the educational context and their work. The author argues that pre-service teachers’perceptions determine how successfully human rights education is implemented in practice. The data were collected from workshopsand focus group discussions conducted with approximately 100 primary school pre-service teachers in Northern Finland. The participantsnoted that children’s rights are important and deeply connected to their work. However, they were insufficiently familiar with human rightseducation (HRE) concepts, and they were uncertain about whether it was acceptable to physically restrain children in order to protect themor others, as this could undermine a child’s rights. To adhere to the principles in the UN Convention on the Rights of the Child, the topicmust be included in the pre-service study syllabus, more clearly added to the curriculum, and implemented in teacher practice.

Technology acceptance of a mobile portfolio app for teacher education: Pre-service teachers views on multimedia-based note-taking and mentoring in internships

Mobile technologies are promising tools to scaffold teaching practice. In this study, we developed and tested a mobile app for teacher education. This mobile portfolio enables multimedia-based note-taking, reflection, and discussion with peers and mentors. We conducted two studies to explore the effect of design variants and use scenarios on the app’s acceptance. In the first study with N = 83 pre-service primary school teachers, technology acceptance was higher for those using the app with multimedia note-taking functionality than for those using the same app with this functionality disabled. In the second study with N = 81 pre-service teachers, those using the app together with their mentor teachers reported levels of technology acceptance similar to those who used the app exclusively among themselves. In consequence, a mobile portfolio app would be met with higher acceptance if it builds reflection upon multimedia note-taking both with and without the inclusion of mentors.

The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

The purpose of this research is to determine the role of primary school pre-service teachers' perceived information and communication technology (ICT) competencies on integrated science, technology, engineering, and mathematics (STEM) teaching intentions. Research participants are 242 primary school pre-service teachers enrolled at a state university in Türkiye. The data were collected by using the “Integrative STEM Teaching Intention Questionnaire” developed by Lin and Williams (2016) and adapted into Turkish by Hacıömeroğlu and Bulut (2016), the “ICT Competence Perceptions Scale” developed by Şad and Nalçacı (2015), and the “Personal Information Form” prepared by the researchers. These data were analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, linear regression analysis. The results of the research showed that primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies levels are above the medium. Also, integrated STEM teaching intentions and perceived ICT competencies differed significantly by gender and frequency of technology use. The research showed that male primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies mean scores were significantly higher than that of females. Additionally, the research revealed that primary school pre-service teachers who every time and often use technology have significantly higher integrated STEM teaching intentions and perceived ICT competencies mean scores than those who never use technology and those who rarely use it. Finally, the research revealed that perceived ICT competencies are a predictor variable that can explain 43% of integrated STEM teaching intentions. Derived implications based on the results obtained were discussed and suggestions were presented.

Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study

The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.

Fostering preservice teachers' expectancies and values towards computational thinking.

TheoryDigital technologies have become an integral part of everyday life that children are exposed to. Therefore, it is important for children to acquire an understanding of these technologies early on by teaching them computational thinking (CT) as a part of STEM. However, primary school teachers are often reluctant to teach CT. Expectancy-value theory suggests that motivational components play an important role in teaching and learning. Thus, one hindrance to teachers’ willingness to teach CT might be their low expectancies of success and high emotional costs, e.g., anxiety towards CT. Thus, introducing preservice teachers to CT during their university years might be a promising way to support their expectancies and values, while simultaneously alleviating their emotional costs. Prior CT competences might contribute to these outcomes.AimsWe investigated whether a specifically designed seminar on CT affected preservice teachers’ expectancies and values towards programming.Method: A total of 311 German primary school and special education preservice teachers took part in the study. The primary school preservice teachers received a seminar on CT and programming with low-threshold programming tasks, while the special education teachers served as a baseline group. The seminar was specifically designed to enhance expectancies and values and decrease emotional costs, following implications of research on expectancy-value theory.ResultsThe preservice teachers who visited the seminar gained higher expectancies and values towards CT and programming compared to the baseline group. Moreover, their emotional costs decreased. CT was positively related to change in expectancies and values and negatively related to emotional costs.DiscussionInterventions with low-threshold programming tasks can support primary school preservice teachers in finding trust in their abilities and values towards CT. Moreover, their anxiety towards CT and programming can be alleviated. Thus, first steps in preparing preservice teachers to teach CT in their future classrooms can be taken in university.

Cognitive Structure of Precervice Primary School Teachers for Basic Biology Concepts

"This study aimed to determine the cognitive structures of preservice primary school teachers for basic biology concepts using Word Association Test (WAT). The study group consists of 50 preservice teachers studying in a university in Western Black Sea Region in Turkey. Four separate cut-off points were determined and analysed. Organ, living things, microscope were the most common response words. The conceptual network was structured as three different islets that were disconnected from each other at the third cut-off point. The desired conceptual network was formed only when cut-off point was taken further than the last cut-off point, and that these desired interconnections, network structure were formed in some students. It is suggested that this situation should be taken into consideration while determining cognitive structures using WAT and that lecturing should be performed according to the structure of the conceptual network that is desired to be shaped in the students' memory. "

COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS’ AND LOWER-SECONDARY LEARNERS’ UNDERSTANDING THE PARTICULATE NATURE OF MATTER

Cross-age studies have suggested that although children’s notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among pre-service primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson’s chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter. Keywords: lower-secondary learners, misconceptions, multiple-choice diagnostic test, particulate nature of matter, pre-service primary school teachers

Fostering pre-service primary school teachers’ ability to recognize differences in pupils’ understanding of technical systems

Pupils benefit from adaptive instruction and feedback from their teachers. A prerequisite for providing adaptive instruction is that teachers’ diagnostic ability enables them to correctly perceive their pupils’ skill level. A short course has been developed to improve primary school teachers’ diagnostic ability for engineering. Based on Nickerson’s anchoring and adjustment model, the participants became aware of the differences their own and pupils’ use of information when constructing technical systems. The Fischer scale was used as a model to understand and identify pupils’ development in using such information. The participants were given examples of pupils’ reconstructions of technical systems. They were asked to evaluate these work products in four ways: relative and absolute, combined with intuitive and explicit. The results reveal that relative and absolute diagnoses can differ considerably for the same teacher and between teachers, depending on whether they are implicit or explicit. Post-test results show that the course improved the ability to explain the differences between pupils’ use of information to construct a technical system. The course also had a strong, significant, positive impact on teachers’ self-efficacy beliefs about technology education.

The Prediction Power of Pre-Service Classroom Teachers’ Individual Innovativeness Characteristics on Entrepreneurship Skills

Changes in science and technology and related developments,which have led to the formation of information societies, make significant contributions to every stage of the education process. Entrepreneurship is a 21stcentury skill expected from individuals in the information society; it is essential in increasing societies’ development level. In this sense, raising individuals possessing “entrepreneurship” skills, which are included in both life skills and 21st-century skills, is one of the common goals of all countries. The innovativeness level of the individuals, who are at the center of innovation and system changes, and their ability to accept it are expressed as individual innovativeness. To give the characteristics covered by the entrepreneurship skill included in the primary school curriculum to the students in our schools, it is necessary first to equip the pre-service teachers and teachers with this skill and ensure that they gain knowledge and experience on this issue. This study examines the effect of primary school pre-service classroom teachers’ innovativeness characteristics on their entrepreneurial skills. The study was designed using the quantitative research method. 420 pre-service teachers from a university’s classroom teaching program in Central Anatolia participated in the research. Missing or empty forms were excluded from the study, and the data of 358 volunteer pre-service classroom teachers were used. The “individual innovativeness scale” adapted to Turkish by Kılıçer and Odabaşı (2010) and the “entrepreneurship” scale developed for pre-service teachers by Deveci and Çepni (2015) were used to collect the data. Simple linear regression was used to reveal the causality between variables. Resistance to change, opinion leadership, openness to experience, and risk-taking were analyzed separately as innovativeness characteristics, concluding that the prediction power of resistance to change is minimal, while other characteristics predicted entrepreneurship significantly. Overall, it was concluded that individual innovativeness characteristics could explain entrepreneurship.