Primary School Student Teachers Research Articles

The pretend me, and the real me – male student teachers negotiating gender and professional identity in China

ABSTRACT This study employs a critical feminist perspective to investigate the experiences of male primary school student teachers in practicum schools in China. It aims to delve into and bring to light the intricate challenges they face when navigating their gender and professional identity. The findings reveal that the prevailing discourses surrounding primary school teacher professionalism, cultural perceptions of masculinity in China, and the scarcity of male teacher peers collectively influence the male student teachers’ negotiation of their gender and professional identity. The study proposes the adoption of a more inclusive and culturally responsive pedagogy within teacher training programmes, with the recognition of teacher training as a means to attain long-term gender equality.

Playwriting as an emergent pedagogical tool for primary school student teachers

Background: This research explored how classroom plays could serve as pedagogical tools to introduce children to Sesotho and isiZulu vocabulary of artificial intelligence (AI). The article captures how student teachers learned to write plays that they could produce when they become professional teachers.Objectives: The purpose of this study was to explore how student teachers engaged in a playwriting process, creating drama texts for early grades primary school learners about AI.Method: The qualitative study employed, a participatory action research design. Data were collected through semi-structured interviews with the student teachers, coupled with a dual analysis of their drama texts. An inductive thematic analysis approach was applied for the data from interviews with the students. A deductive approach was implemented to analyse the drama texts according to criteria for playwriting with a pedagogical purpose.Results: The findings revealed that playwriting as a tool for pedagogy can be useful in developing student teachers’ vocabulary of AI in Sesotho or isiZulu and to develop their playwriting skills.Conclusion: The findings contribute to the corpus of pedagogies for the teaching of vocabulary in African languages, which includes writing the texts and aiming to use these for reading experience and for dramatic activity in early grades classrooms.Contribution: The contribution of this study is how playwriting can serve as a pedagogical tool for the teaching of reading and vocabulary in the primary school.

ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA

Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0075/a.php" alt="Hit counter" /></p>

Primary schools teachers’ attitudes towards the benefits of cooperative learning and their awareness about its five basic principles: summer in-service teachers, Sidama regional state, Ethiopia

ABSTRACT The objective of this research was to investigate summer in-service primary school student teachers’ attitudes towards the benefits of cooperative learning (CL) and their awareness of its five basic principles. This research was conducted at Hawassa University in Sidama Regional State of Ethiopia. A descriptive research design with a mixed-methods approach was used. A total of 160 summer in-service teachers were randomly selected from 4 departments. Data were gathered through questionnaires and interviews and analysed quantitatively and qualitatively. The findings revealed that the majority of participants had a positive attitude towards the academic significance of cooperative learning; however, very few of them had a positive attitude towards the benefit of social skills of CL. The findings also revealed that a great majority of the participants found that they did not have adequate awareness of the five basic principles of CL.

Technology‐mediated outdoor learning for primary school student teachers: Focusing on biodiversity

AbstractBackgroundTechnologies may successfully be used to mediate, aid, and diversify learning, but several studies indicate that technologies cannot substitute outdoor learning and its experiential nature. To halt human‐induced biodiversity loss, teachers should acquire a deep understanding of the principles of ecology, including the challenging concept of biodiversity. Only few studies have investigated learning about biodiversity outdoors guided by technology.ObjectivesThe aim of this study was to examine student teachers' current knowledge of the concept of biodiversity, to test how well technology‐mediated mobile learning in outdoor settings affects their understanding of the concept, and to determine the students' ability to estimate biodiversity in situ.MethodsStudent teachers (N = 121) participated in a technology‐mediated nature trail. Research data was gathered through open‐ended questions in pre‐ and post‐test questionnaires and an assignment during the trail. Data were analysed using both qualitative and quantitative methods.Results and ConclusionsResults showed that significantly, more students included species and ecosystem diversity in their definitions of biodiversity after the trail, but the inclusion of genetic diversity remained low. Student's estimations of biodiversity in situ and related arguments indicate that they had difficulties in connecting their observations with their assessments of biodiversity.ImplicationsThe study indicates that biodiversity is still a challenging concept, but also that outdoor learning mediated by technology has potential to untangle the concept. Understanding the importance of genetic diversity for species survival should be given special attention.

Improving South African student teachers’ English language skills: an argument for the assessment strategies of the PrimTEd language teaching project

South Africa is a linguistically diverse and educationally complex country. Most student teachers in Bachelor of Education programmes who are preparing to teach in primary schools do not speak English as a mother tongue. The medium of instruction for B.Ed programmes is English. Foundation Phase teachers will be expected to teach learners English (as a) First Additional language (EFAL). Intermediate Phase teachers will be expected to use English across the curriculum as English is the Language of Learning and Teaching (LoLT) from grade 4 upwards. As such, it is important that newly qualified teachers entering primary schools can engage with English texts, have a competent understanding of English and communicate fluently in English. As one way of making a positive intervention in future teacher competency, this paper argues for the use of language and literacies assessment in Initial Teacher Education (ITE)at universities. The Primary Teacher Education project (PrimTEd) has developed a set of Language and Literacy standards for teachers, as well as assessments for primary school student teachers’ knowledge of English. These assessments are designed to occur at two points: entry level (first year) and exit level (fourth year) of the Bachelor of Education (B.Ed) degree. Methodologically this paper considers the complex background conditions in language education which led to the PrimTEd project’s work and then sets out how the PrimTEd project’s assessment strategy may offer a hopeful intervention in these circumstances.

Virtual Reality in education: supporting new learning experiences by developing self-confidence of Postgraduate Diploma in Education (PGDE) student-teachers

ABSTRACT Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers’ self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs’ self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VRsupported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participanting PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence.

Video in Blendend Teacher Education: A Tool for Practicing Teaching Analysis

The article presents a case study of using videos to develop primary school student teachers’ skills when analysing teaching. It is based on a content analysis of teaching observations, students’ written work, teacher feedback, curriculum, student evaluation, and teacher interviews. The research results show that using video is meaningful and motivating to student and university teachers. However, students rarely draw on theoretical knowledge in analysing the situations. To connect theory and practice, it is desirable to consistently apply the requirement to reflect on observed phenomena with the underpinning of theory and to strengthen the connections between theoretical and practical courses.

Special issue 20/1: Development of ‘deficit perspectives’ among primary school teacher students in Austria

ABSTRACT Our contribution depicts the emerging of a ‘Deficit Perspectives’ scale (Döll et al., 2021) by surveying prospective primary level teachers’ deficit perspectives regarding migration-related multilingual pupils, based on the theoretical framework of Migration Pedagogy (Mecheril, 2015). We therefore collected and analysed qualitative and quantitative data concerning questions about students’ beliefs towards, and experiences with, multilingual pupils and (inner) multilingualism. The aim was evaluating, whether and, if so, how students’ deficit perspectives on migration-related multilingual pupils change over the course of two semesters of a required university module on topics such as migration and multilingualism, among others. Our findings show no increase in students’ deficit perspectives, but no increase in appreciation and resource orientation either.

Factor Structure of a Self-Report Questionnaire Determining the Epistemic Beliefs of Primary School and Kindergarten Student Teachers in the Science Domain

The presented empirical study deals with the issue of the epistemic beliefs of primary school and kindergarten student teachers in the science domain. In relation to science education, epistemic beliefs are closely connected with the concept of nature of science (NOS). The aim of the study was to find and analyze the factor structure of the translated self- report questionnaire “Epistemic Beliefs About Science” (EBS) in the Czech sociocultural environment. The EBS was translated as recommended for cross-cultural research and then piloted in March 2021. The main data collection was conducted online via Google Forms in May 2021 through convenience sampling (N = 427) at six universities in the Czech Republic. We performed a confirmatory factor analysis to verify the model. Fit indices reached acceptable or good values for acceptance of the generated model (CFI = .955, TLI = .945, RMSEA = .060, SRMR = .052). Correlations between individual dimensions are also presented. The reliability for both the original form of the instrument and for the resulting model was higher than 0.75 for all subscales. The results are discussed in the context of foreign empirical studies. It can be stated that the modified version of the EBS is applicable in the Czech sociocultural environment for the research sample.

Teaching is a Story Whose First Pages Matters – Four Type Narratives From The Beginning of a Teaching Career

From a broad perspective, the entire time spent in teacher training can be characterized as a period of professional growth. Specific professional growth and development are realized when the students enter the advanced stage of master's studies to independently practise their profession in their own class of pupils. The uncertainty of a novice teacher and, on the other hand, the ‘burden of competence’ gained from teacher training make this induction phase very sensitive and critical, as all the competencies they have obtained during teacher training should culminate in this specific phase. The development of a student into an independent teacher is a growth story in which each person's identity, experiences of teaching, and the knowledge structures gained from teacher training determine how they experience their growth, how their multiple skills develop, and how their individual growth story evolves. In this study, we look at the writings of primary school teacher students who have just entered working life. In their writings, the students who are in the beginning of their teaching career highlight their experiences, critical points, decisive moments, meaningful experiences, and professional growth in different ways. What can we, as teaching practice supervisors, learn from our students’ experiences? What conditions and actions strengthen or destabilize the teacherhood of a newly graduated teacher? This study examines these questions through type narratives specific to narrative research by summarizing the students’ experiences in four different type narratives.

Sources influencing primary school student teachers’ self-efficacy beliefs in their music studies

ABSTRACT In numerous countries, primary school class teachers have problems regarding music teaching. It has been reported that there is a lack of both confidence and musical skills. However, the question often relates not only to a lack of self-efficacy beliefs but also to the organisation of the studies. This research looks for sources influencing the formation of self-efficacy beliefs through the lens of self-efficacy theory considering music studies and seeks possible solutions to motivate and develop student teachers’ interest in teaching music at the primary school level. The research revealed several self-efficacy factors that had a significant influence on student teachers’ later motivation for teaching music in the future.

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted courses. A comparative study of two adapted university degree courses (University of Bergamo and Mediterranean University of Reggio Calabria in Italy – initial training of future primary school teachers) in the area of evaluation, was carried out. The study involved 155 primary school student teachers and made a mixed method investigation with sequential system. The first exploratory method collected quantitative data by an “ad hoc” questionnaire on student teacher’ knowledge, the second confirmatory method gained qualitative data through the document analysis of paper-and-pencil assessment tool on student teachers’ skill. The results highlight substantial similarities on knowledge (function of evaluation, difference between evaluation and assessment, object of school evaluation) and skill (ability to refer to real situations and promote situated knowledge) but also differences (construct of school “evaluation processes” and ability to provide different solutions for solving the task) e specific difficulty in implementing the “constructive alignment.”

Student teachers’ views of their own musical skills to teach the National Core Curriculum in Finland

ABSTRACT As in many other countries, Finnish primary school teacher education has reduced substantially the amount of music studies during recent decades. From the perspective of the National Core Curriculum, there is a reason to reflect on teacher education and primary school student teachers’ skills to teach music. The present study investigates 392 student teachers’ musical skills in five different teacher training programmes in Finland. The data, mainly based on students’ self-assessment, was collected through a quantitative questionnaire. The results reveal significant shortcomings of music education in teacher training. For example, many key content areas such as singing or composing, are addressed extraordinarily little. Only 4% of the students fully agreed with the statement that primary school teacher education has given them good musical skills to teach music. It seems obvious that some skills have already been acquired from students’ previous musical activities. The results of the study show that primary school teacher education may be graduating teachers who are at risk of not meeting the National Core Curriculum goals in music.

Self-assessment of social competencies and self-study competencies in music education and primary school teacher education students

The research study follows the review study Professional Competencies of Teacher (Jiřičková & Selčanová, 2022). It deals with the research of self-assessment of social competencies and self-study competencies of music education and primary school teacher students at the Department of Music Education, Faculty of Education, Charles University, realized in March and April 2021. The student’s view of the sub-components of these competencies was in- vestigated for both areas of competencies. Social and self-study competencies are different in their concept; however, they contain aspects of knowledge, abilities, and skills. From the research findings, it follows that during the course of the study, there are qualitative chang- es in sub-competencies related to the length of study or the study program, which is more or less focused on music education. At the same time, the research indicated connections between social competencies and self-study competencies. The conclusions encourage further evaluation of the resulting findings, based on which it will be possible to establish solutions that will lead to the further development of the mentioned partial proposals of professional competencies and the desired improvement of the undergraduate training of future music teachers.

Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University

Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.

How the Content of Learning Videos Should Be Made? (A Study on Prospective Primary School Teacher Students During COVID-19 Pandemic)

The pandemic period resulted in students having to learn from home by relying on a distance learning platform with most of the media used by educators in the form of learning videos or video conferences. This study aims to analyze how learning videos should be made so that the material contained in the learning videos can be conveyed properly to students in terms of video content, video duration, and various obstacles faced by prospective teacher students in obtaining good teaching materials in the form of learning resources and learning videos presented by educators. The data in this study were collected by means of a questionnaire distributed with Google Form. The questionnaire was distributed randomly to prospective elementary school teacher students in a study program at one of the state universities in Mataram. The questionnaire results were analyzed as a percentage of quantitative data. The results showed that 51% of respondents prefer learning videos with a duration of 5 to 10 minutes, as many as 60.5% of prospective teacher students prefer learning videos that contain material explanations of a topic of discussion than video tutorials, as well as the main obstacles for prospective teacher students in obtaining learning materials due to the limited quota of data packages and the internet network (signal) which is less supportive.

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

Promoting practical wisdom in teacher education: a qualitative descriptive study

ABSTRACT Teaching is a highly complex profession, one in which teachers have to make continuous pedagogical decisions. In this study, we argue that practical wisdom is needed in order to act thoughtfully and effectively. The prerequisite for using practical wisdom is teachers’ awareness of the pedagogical beliefs behind the decision-making. In this study, this has been described as personal practical theories: PPTs. In other words, practical wisdom is possible if PPTs are consistent with pedagogical decision-making and furthermore teaching practice. The aim of this study is to seek the ways teacher education may support the cultivation of practical wisdom in student teachers. For that purpose, we carried out a qualitative descriptive study by interviewing 15 primary school student teachers about their experiences with PPTs, and their manifestation in their practicum studies. Further, what factors support the manifestation, or create obstacles to them. Based on the results, in this study, we suggest ways in which practical wisdom could be promoted in initial teacher education.

Identity and Agency Development in a CLIL-based Teacher Education Program

A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and agency separately, less attention has been paid to the relationship of these concepts in individual development. In this contribution, we use an ecological perspective to explore and illustrate the interplay between and development of agency and identity. The participants in the study were primary school teacher students specializing in foreign language pedagogy for younger learners and studying in a CLIL-based teacher education program. The qualitative data were collected through reflective essays focusing on the Finnish student teachers’ past, present, and future relationships with the English language during different phases of their bachelor’s studies.