Primary Teacher Education Program Research Articles

The Development of Problem-Based Learning Material for Integrated Science Subject in Primary Teacher Education Program

This research and development aim to develop a learning material for the learning improvement quality of Primary Teacher Education (PGSD) students in Integrated Science subject. The research method used is Borg and Gall model. The research stages are: (a) curriculum analysis, the students’ and teachers’ need analysis, (b) the learning material development stage which is analyzed by experts’ judgment, and (c) the pilot stage. The research instruments are observation sheets, interview guides, validation sheets, teachers and students’ response questionnaires, tests, performance assessment sheets, and attitude questionnaires. The results show that the learning material is valid, practical and effective to improve Integrated Science subject learning quality.

Cursive handwriting skills of primary school pre service teachers

Normally, a pre service teacher will get an education in order to prepare themselves in cognitive knowledge, positive attitudes and skills. Moreover, what will be faced by them is educating children who are actually going through the initial stages of learning, namely reading, writing, and counting. Writing, especially cursive handwriting, helps children train their motor skills. To teach cursive handwriting, the pre service teacher should have good cursive handwriting skills. It would be nice if during their study, pre service teachers get cursive handwriting training. This article will describe the learning activities of primary teacher education program related to cursive handwriting. Qualitative studies were conducted on 39 students in the same class. The result shows that learning activities which implement planning, implementation and evaluation stages can support students' skills in cursive handwriting. This process is being implemented in order to prepare pre service teachers to have good cursive handwriting skill.

Towards Meaningful Reflection and a Holistic Approach: Creating a Reflection Framework in Teacher Education

ABSTRACT This study aims to find out how student teachers’ meaning-oriented reflection can be enhanced with the help of video in a primary school teacher education programme. The study shows how student teachers (n = 10) and their supervisors (n = 9) followed the video-enhanced reflection procedure during one practicum period. The data were collected through focus group or individual interviews and audio recordings of supervisory discussions. Content and phenomenographic analysis were conducted. The results indicated that the reflection procedure was beneficial for the student teachers in their self- and peer reflection and in the supervisory process. Some supervisors lacked the necessary theoretical tools, and the student teachers did not reach the appropriate level of critical reflection in their discussions. The results suggest that to support deeper reflection, it is important to pay attention to the characteristics of the reflection procedures and the theoretical basis of supervision.

Student teachers’ motives for participating in the teacher training program: a qualitative comparison between continuing students and switch students

ABSTRACTOver the last few decades, the Netherlands has been experiencing that numerous student teachers (i.e., pre-service teachers) leave teacher training after a short period of time. To address this attrition problem the current study aimed to gain insight into student teachers’ motives for enrolling, continuing or withdrawing from a primary teacher education program, and compare these motives between continuing students and switch students before and after their enrolment. Twenty-two Dutch student teachers (continuing students: N = 10; 70.0% females, Mage = 20.00, switch students: N = 12; 66.7% females, Mage = 20.83) participated in this interview study. Several motives regarding the teacher education program were identified. Both groups primarily cited intrinsic motives for enrolling in the program. Disappointment in the profession, as well as content of the program and difficulty level of the program, were the main motives to leave. Enthusiasm about the profession and the social environment were the primary motives to continue in the program.

Educating teachers towards global citizenship: A comparative study in four European countries

This article, derived from a larger EU-funded empirical research project, draws on a comparative analysis of pioneering global citizenship education (GCE) in-service primary teacher education programmes, as theorized and practised in four European countries, to explore how higher education institutions (HEIs), non-governmental organizations (NGOs) and participating teachers shape the development of content-based, competence-based and values-based approaches to teacher education. With reference to the multiple-site case study in Ireland, Austria, the Czech Republic and Italy, this article argues that, through investment, structural and institutional support and professional teacher education expertise, HEIs are, alongside NGOs and in-service teachers, pivotal actors in the collaborative development of GCE teacher education. The article concludes that successful collaborations can foster teacher agency through transformative, values-based approaches to GCE teacher education.

The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using Nomor Acak Learning Model

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.

The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using Nomor Acak Learning Model

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.

The development of angklung composition teaching materials using Music Notation Software with virtual studio technology integration

Teaching Angklung composition by only displaying notations might not be sufficient. To learn conveniently, learners require a conception of the Angklung composition tones in addition to the notation display, especially for songs with new arrangements. This paper aims at analyzing a way in developing Angklung composition teaching materials using computer technology, which are Sibelius as a music notation software and Kontakt as a virtual studio that can play high-quality sound samples of music instruments, including Angklung. To analyze the Angklung composition creation process, the computational methods were used. The analysis includes the integration process of Sibelius and Kontakt. After creating the Angklung compositions, a sound quality test was conducted to 54 students of primary school teacher education program taking art concentration using survey technique. The results indicated that the combination of Sibelius and Kontakt produced Angklung music compositions with natural, neat, and clear notes. The majority of the students found the Angklung sound samples to sound real. The students were also interested to learn Angklung through computer. Thus, it can be concluded that the development of Angklung composition teaching materials using a combination of music notation software and sounds sample-based instruments can potentially appear interesting to learners.

Classroom Teacher Candidates’ Comprehension Levels of Key Concepts of the Life Science Curriculum

This study aims to investigate the comprehension levels of classroom teacher candidates about the key concepts of Life Science Curriculum. The study was carried out within the qualitative research approach and descriptive survey model was adopted. The sample of study consists of final year 114 classroom teacher candidates who are studying Primary Teacher Education Program at two different Education Faculties in Turkey. As a result of analyzing the primary Life Science curriculum, 18 foundational concepts were identified. In order to determine teachers' comprehension levels and conceptual misconceptions about these concepts, "concept definition form" consisting of short answer and open ended semi-structured questions prepared by researchers was used. The data obtained by the application of this form have been analysed through descriptive analysis method. The answers in the explanation section of the concept description form were evaluated in five categories as "comprehension", "partial comprehension", "incomprehension", "miscomprehension" and "no response". According to the findings obtained in the study, it was concluded that teacher candidates understand some of the concepts in the Life Science curriculum at a “good” level, mostly understand at “partially” level, “incomprehension” some concepts or have “miscomprehension”. In order to increase curriculum literacy, it is suggested that the primary teacher candidates should be given training about the main concepts related to the Life Science curriculum.

The Swedish primary teacher education programme: at the crossroads between two education programme traditions

ABSTRACTIn 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4–6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein’s theories of pedagogic discourses and how these affect teachers’ professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4–6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3.

Diverging discourses on multicultural education in Finnish teacher education programme policies: implications for teaching

ABSTRACTThe necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally. However, terms such as ‘multiculturalism’ and ‘multicultural education’ have contested and vague meanings in educational discourse. This paper investigates discourses on multicultural education from critical multicultural education and postcolonial theoretical perspectives. The focus is on the teacher education policies of all the eight primary teacher education programmes in Finland. Discourse theory analysis revealed six diverging discourses within a framework of conservative, liberal and critical multicultural education. The results show that it should not be taken for granted that policies including multicultural education contribute to social justice in education and teacher education. Consequently, policy-makers need to question the rhetoric regarding multiculturalism and to focus on how inequality is reproduced and upheld in discourses in teacher education and schools, and how this can be challenged.

Investigating the Readiness of Students in Primary Teacher Education Program through Verbal, Model, and Mathematical Representations of Number Sets

Arastirmanin amaci, sinif ogretmenligi programi birinci sinif ogrencilerinin sayi kumelerine yonelik hazir bulunusluklarini belirlemektir. Bu amac dogrultusunda, ogrencilerin sayma sayilari, dogal sayilar, tam sayilar, rasyonel sayilar, irrasyonel sayilar, gercel sayilar ve karmasik sayilari sozel, model ve matematiksel temsiller ile ifade etmeleri istenmistir. Arastirma yontemi olarak betimsel arastirma turlerinden tarama modeli kullanilmistir. Calismaya Ankara ilindeki bir vakif universitesinde, Egitim Fakultesi Sinif Ogretmenligi Programinda ogrenim goren gonullu 61 ogrenci katilmistir. Elde edilen veriler icerik analizi yontemiyle analiz edilmistir. Analiz sonuclarina gore, sinif ogretmenligi programi birinci sinif ogrencilerinin sayi kumeleri konusundaki hazirbulunusluklarinin dusuk duzeyde oldugu belirlenmistir. Katilimcilarin sayi kumelerinin model temsillerinde zorlandiklari, sozel temsillerde dogal sayilari ve sayma sayilarini tanimlama egiliminde olduklari, irrasyonel ve gercel sayilari da diger sayi kumeleriyle iliskilendirme yaparak acikladiklari gorulmustur. Ayrica, sayi kumelerini aciklamaya calisirken sozel, model ve matematiksel temsilleri birbirlerinin yerine kullandiklari belirlenmistir.

Parental involvement: an issue for Swiss primary school teacher education

This article is the Swiss contribution to the European project ‘Collaboration on Improving Students’ Preparation for Family–School Partnerships’. It presents results from a study investigating how Swiss Schools of Teacher Education prepare primary school students for cooperation with the parents of four- to thirteen-year-old pupils. Nine Schools of Teacher Education in the German-speaking part of Switzerland were surveyed. The study conducted questionnaire surveys, key informant interviews and document analysis on this topic. This article focuses on the results for primary school teacher education. The findings show that Swiss primary school teacher education programmes accord importance to family–school cooperation. All Schools of Teacher Education cover the topic of family–school cooperation either by conducting special courses on this subject or by connecting the subject with other courses. However, the content and extent of the coverage of and linkages to family–school cooperation in the courses largely depends on the individual educator. Moreover, preparing for family–school cooperation is an important issue during in-field training. The results of this study differ from those in other countries and contradict common prejudices in public perception on the issue in Switzerland.

The Use of Bilingual Methods through Scientific Approach at Integrated Subject to Improve the Student’s English Skills

This study was aimed to know the PGRI Adi Buana Surabaya primary teacher education program student’s English skill after being applied through scientific approach at integrated subject. Therefore, this study was conducted to support the student’s readiness in facing globalization era and international challenge, also created competent, superior, and high character. This study was an action research which conducted in two cycles. There were four steps namely planning, action, observation or evaluation and reflection. The subject of this study was 40 students of C class 2015. The data obtained was analyzed through descriptive analytic static. The result showed that there was 32, 74% enhancement of the student’s English skills after applied bilingual method through scientific approach. That enhancement could be seen on the average result of the cycle I which showed 47, 58% as a low category and increased to 80, 32% at cycle II as good category.

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

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

Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring

This study was situated in a Primary Teacher Education program in the Netherlands. The participants (N=16) comprised four each of: Pre-Service Teachers (PST); Mentor Teachers; School-Based Teacher Educators; and University-Based Teacher Educators. Video-recordings of four mentoring conversations for each PST which transcribed and translated for analysis. A mixed methodology was applied with analysis based on examining mentoring conversations in relation to the MERID-model through turn-taking analysis and Propositional Discourse Analysis. The study illustrates that mentors tend to use a more directive mentoring approach and that they dominate dialogue suggesting that there is aneed for reconsideration of the mentor-PST learning relationship and how it is understood in teacher education.

Ethical behaviours of student teachers’ mentors in forced same-gender and cross-gender matches in a Malawian Initial Primary Teacher Education programme: implications for mentor selection and development

The popularity of assigned or forced same-gender and cross-gender matches between school mentors and student teachers has heightened concerns regarding the ethical and/or unethical behaviours of mentors. In this article the authors present the findings of a crosssectional survey study on the prevalence of ethical and/or unethical behaviours of school mentors in forced same-gender and cross-gender matches from the perspective of their student teachers in Malawi’s Initial Primary teacher education mentoring programme. The study was grounded in a positivist paradigm and a quantitative approach was followed. A structured questionnaire was dropped to and picked up from a census sample of 616 student teachers who were attached to 92 school mentors in 92 primary schools by one of the Primary teacher training colleges in Malawi. Univariate and bivariate analysis using SPSS version 20.0 was employed to analyse the quantitative data. The results revealed that school mentors in forced same-gender as well as in cross-gender matches exhibited more unethical than ethical behaviours to their student teachers; and that their unethical behaviours were graver in demonstrating deontological responsibility such as using their power and authority to expose student teachers to risky conditions. The study also found no significant difference in ethical and/or unethical behaviours of mentors in forced same-gender and cross-gender matches. Overall, the results supported the need for careful mentor selection; regular mentor development opportunities; and regular monitoring of the mentoring processes.

The contribution of graduation research to school development: graduation research as a boundary practice

When teaching is considered as a collaborative activity, the aim of research projects in schools needs to exceed the individual and personal levels and aim to contribute to research-informed reflection of a team of teachers. Within this multiple case study, we adapted the graduation research project within a primary teacher education programme, trying to bridge the personal level (where student-teachers show their individual competence) and the collaborative level (where the graduation research project aims to inspire practice of several teachers within a school). In this redesign of the graduation research project, the concepts of boundary activity, ownership, meaningfulness and dialogue were helpful. However, our study shows that connecting graduation research projects with school development is not just a matter of redesigning a part of the curriculum, but that it requires new perspectives and new qualities of student-teachers, research supervisors from the university and actors within the school.

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland—a country highly valued for its education—as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

An evaluation of primary school teacher education program according to the views of teacher educators and prospective teachers

An evaluation of primary school teacher education program according to the views of teacher educators and prospective teachers