Prospective Preschool Teachers Research Articles

예비유아교사의 전자그림책에 대한 은유분석

Objective: This study aimed to explore the formation of conceptual metaphors by pre-service early childhood teachers concerning electronic picture books. The goal is to gain insights into how these metaphors may impact the integration of electronic pictures books within early childhood education settings.
 Methods: A total of 210 pre-service early childhood teachers participated in this study and responded to a metaphorical questionnaire. The collected data were analyzed using both qualitative and quantitative methods.
 Results: The research findings categorized the 210 metaphorical expressions into the following eight main categories: Convenience, Visual Effects, Innovation, Developmental Hindrance, Immersion, Educational Effects, Ambiguity, and Enjoyment.
 Conclusions: This study analyzed metaphorical expressions and their underlying rationales among prospective preschool teachers regarding electronic picture books. The aim is to provide guidance and support for prospective teacher education to foster a proper understanding and effective utilization of electronic picture books.

INTEGRATING 3D PRINTING IN PRE-SCHOOL EDUCATION: PERCEPTIONS FROM PRE-SCHOOL TEACHERS AND PROSPECTIVE TEACHERS

With the rapid advancements in technology, various educational technologies have been employed to facilitate the teaching process in the education system. One of the popular technologies is 3D printing, which finds applications from early childhood education to higher levels of instruction. This study aims to determine the perspectives of pre-school teachers and prospective teachers regarding the use of 3D printing technology in early childhood education. The study group consisted of 15 pre-school teachers and 17 prospective teachers. The research method employed was the case study approach. An online survey form with appropriate open-ended questions was utilized as the data collection tool. Data obtained from the study were analyzed through content analysis. The results revealed that pre-school teachers and prospective teachers have a superficial knowledge of 3D printing technology. Although the materials required for teaching varied based on the needs of children and teachers, certain common skills were emphasized in the instructional process. Some difficulties were encountered in acquiring these materials, which could be overcome by utilizing 3D printing technology. Furthermore, teachers and prospective teachers showed preferences for different features in the design of materials. In future studies, it is recommended to identify materials that captivate children's interests based on the perspectives of teachers and candidates. Providing necessary academic support to participants for material production and conducting similar studies in various disciplines are also suggested.

ANTECEDENTS OF THE PERCEIVED USEFULNESS OF AN ONLINE LEARNING PLATFORM DURING THE PANDEMIC

The pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model. Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness. Keywords: distance education, quantitative research, perceived usefulness, university students

Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies

The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities.

Sign language education in pre-school: Prospective pre-school teachers’ views about the Turkish sign language course

Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers’ opinions and thoughts about sign language in deaf children’s education. In this descriptive study we employed the qualitative research method: semi-structured interviews were conducted with 16 prospective pre-school teachers who took the elective sign language course in the fall semester of the 2018–2019 academic year. The main themes obtained from the interviews were as follows: “Quality in early childhood education”, “Innovative practices in teacher training”, “Inclusive education in the pre-school period”, “Effective teaching for deaf children” and “Sign language competence of teachers.” The research findings suggest that prospective teachers must learn sign language that would contribute to their professional competence and that they would actively use sign language in their future professional lives.

A sample STEM activity based on the engineering design process: A study on prospective preschool teachers’ views

This research aimed to introduce a STEM activity specifically prepared in accordance with the engineering design process and to examine a group of prospective preschool teachers’ views about the activity. A total of 16 prospective teachers studying in the final year of a public university in the West Black Sea Region, Turkey, during the fall semester of the 2021/22 academic year were the participants of the study. The STEM activity was based on the problem of making a fish model that can sink, swim and float in water. At the end of the activity, an open-ended activity opinion form was used to gather the prospective teachers’ views about the activity. The data were analyzed using the descriptive analysis method by taking into consideration the themes related to STEM, as specified in the theoretical framework. The results of the study show that the prospective teachers took the opportunity to experience how a STEM activity is held, that they found the activity fun and interesting, as well as conducive to learning science concepts and higher-order thinking skills. As for the negative aspects of the activity, the respondents stated that the activity was time-consuming, and that it was difficult to decide on and build the design. We believe that this study will provide theoretical and practical contributions to both researchers and preschool teachers.

OKUL ÖNCESI ÖĞRETMEN ADAYLARININ MATEMATİKSEL GELİŞİM İNANÇLARI VE MATEMATİK ÖĞRETME KAYGI DÜZEYLERİ ARASINDAKI İLİŞKİ

This correlational study aims to determine the mathematics teaching anxiety levels and mathematical development beliefs of prospective preschool teachers, and to find out the relationship between these two concepts. Data were collected through the usage of 'Mathematics Teaching Anxiety Scale for Classroom Teachers' and 'Mathematical Development Belief Scale' from 200 prospective preschool teachers. The results show that prospective teachers’ mathematics teaching anxiety and mathematical development beliefs were found to be moderate level. It is seen that there was no significant relationship between the overall mathematical development beliefs and the mathematics teaching anxiety scales of the prospective preschool teachers. However, there were significant correlations between the sub-scale. Considering the relationships based on the sub-scale, it is possible to conclude that the high mathematical development beliefs of prospective preschool teachers may make them more anxious about mathematics teaching. This can lead to the interpretation that increased beliefs of students about mathematics escalate their anxiety about 'achieving better'. Based on the results obtained in the current study, it can be recommend that content and applications that will increase the knowledge and experience of prospective teachers regarding their field knowledge of mathematics can be developed to move the levels of their mathematical development beliefs to a high position and also to prevent these high levels from having a very high effect on their anxiety levels.

Investigation of Prospective Preschool Teachers’ Skills of Evaluating the Learning Outcomes in the Preschool Curriculum in Terms of Scientific Process Skills

Investigation of Prospective Preschool Teachers’ Skills of Evaluating the Learning Outcomes in the Preschool Curriculum in Terms of Scientific Process Skills

Preschool and Classroom Teacher Candidates' Attitudes towards Visual Arts Lesson According to Their Personality Traits

Bu araştırmanın amacı, okul öncesi ve sınıf öğretmeni adaylarının kişilik özellikleri ile görsel sanatlar dersine yönelik tutumları arasında herhangi bir ilişki olup olmadığını belirlemektir. Örneklem grubu, Karadeniz Teknik Üniversitesi okul öncesi ve sınıf öğretmenliği öğrencilerinden oluşmaktadır. Araştırmada veri toplamak amacıyla, araştırmacılar tarafından oluşturulan “Kişisel Bilgi Formu”, araştırmacılar tarafından geliştirilen “Görsel Sanatlar Dersi Tutum Ölçeği” (GSDTÖ) ve Bacanlı, İlhan ve Aslan(2009) tarafından geliştirilen “Sıfatlara Dayalı Kişilik Testi” (SDKT) kullanılmıştır. Araştırmada niceliksel araştırma yöntemlerinden biri olan Nedensel Karşılaştırma Yöntemi kullanılmıştır. Ölçeklerin psikometrik işleminde açımlayıcı faktör analizi kullanılmıştır ve elde edilen veriler üzerinde karşılaştırmalı istatistik ve korelasyon tekniklerinden yararlanılmıştır. Araştırmada okul öncesi öğretmeni adaylarının, kişilik boyutlarından “deneyime açıklık” ve “yumuşak başlılık” puanları arttıkça görsel sanatlar dersine yönelik tutumlarında da olumlu yönde artış olduğu saptanmıştır. Buna karşılık sınıf öğretmeni adaylarının, “dışadönüklük”, “deneyime açıklık”, “yumuşak başlılık” ve “sorumluluk” kişilik puanları arttıkça görsel sanatlar dersine yönelik tutumlarında da olumlu yönde artış olduğu saptanmıştır. Bölüm değişkeni dikkate alındığında, sınıf öğretmeni adaylarının görsel sanatlar dersine karşı tutumlarının, okul öncesi öğretmeni adaylarının tutumlarına göre daha olumlu olduğu tespit edilmiştir. Cinsiyet değişkeni dikkate alındığında, okul öncesi öğretmeni adaylarının görsel sanatlar dersine yönelik tutumlarında anlamlı bir farklılık tespit edilmemiştir. Buna karşılık sınıf öğretmeni adaylarından kadın öğrencilerin puanlarının erkek öğrencilerin puanlarından daha yüksek olduğu tespit edilmiştir.

Environmental education in pre-school teacher training programs in Vietnam: situations and challenges

ABSTRACTIn this study, the environmental education (EE) component of the pre-school teacher training programs at six (6) universities in Vietnam were examined to identify the challenges of implementing EE in these programs. The framework for the pre-school teacher training program at these universities were analyzed and 18 students in their final year of undergraduate study were interviewed to collect the qualitative data used in this analysis. The findings indicated that there was a clear gap between EE and the training of pre-service teachers pursuing a pre-school teaching-level certification rating with EE competencies. Program comparisons between the universities show a disparity in the program designer’s EE views that reflect the priority given to environmentally-related courses. This study also recommends that it is necessary to implement innovative EE methods; integrate EE in all subject areas; and promote knowledge exchange between the teachers and delivery methods with the goal of systematically and comprehensively preparing prospective pre-school teachers to be EE practitioners for children.

Motivation for the choice of a teaching career: comparison of different types of prospective teachers in Croatia

ABSTRACT The present study explored motivation for teaching career choice within the FIT-Choice framework among different types of prospective teachers in Croatia. A total number of 634 prospective teachers enrolled in different initial teacher education programmes participated in this study (prospective preschool, classroom and subject teachers). Results revealed that the intrinsic value of teaching, the social value of teaching and perception of own teaching abilities were the most important motives for choosing a teaching career, while the fallback career motive had the lowest ratings across the groups. Analyses also revealed that the motivation of prospective preschool and classroom teachers is very similar and that the importance of intrinsic utility value and social utility value was somewhat less pronounced among subject teachers. Although all prospective teachers expressed a relatively high level of satisfaction with career choice, group comparisons revealed that prospective subject teachers’ satisfaction level was lower compared to the other two groups.

Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.

Prospective Pre-School Teachers’ Distance Education Perspectives

Background: Distance education is a science-based system that supports learner independence through technology. Purpose: The aim of this study is to evaluate the distance education system according to the experiences of prospective teachers studying the preschool education curriculum. Methodology/Approach: The research was conducted with a phenomenological design, one of the qualitative research methods. In this research, the study group was formed by selecting a number of first, second and third grade students on the preschool education programme to represent the study universe, and the study group of the research was determined with the stratified sampling method of non-probability sampling. The research data were collected through focus group interviews using a telecommunication tool. The collected data were analysed using the content analysis method. Findings and Discussion: According to the research findings, the prospective preschool teachers stated that the distance education system had a positive effect on the learning process in terms of convenience, saving time and money, use of technology, and flexibility. The participants reported that the distance education system affected them positively in terms of use of technology, self-discovery, time saving, acquisition of research skills and motivation, whereas it affected them negatively with regard to inefficiency, lack of communication, internet problems, and deterioration in social skills.

Prospective Preschool Teachers’ Views on Sexual Education and Child Sexual Abuse in Early Childhood Education

This study aims to reveal the opinions of prospective teachers about sexual education and child sexual abuse in preschool. Case study research design was used in the study in which data were obtained through interviews with 73 prospective teachers. Eight questions and 2 fictional cases related to sexual education were used in the semi-structured interview form prepared to collect the data which were then analyzed by content analysis method. The research results indicate that prospective teachers did not have sufficient background knowledge regarding sexual education and child sexual abuse. When the answers of the participants to the fictional cases are examined, it is seen that they have deficiencies in early intervention. In line with the research results, parents are one of the most important stakeholders in providing sexual education to children. It is also highlighted that it is very important that in the curriculum of preschool teachers’ issues about sexual education should be addressed.

Investigating the Effects of the Power Sources Used by Lecturers on the Prospective Pre-School Teachers' Belonging to University Levels

The aim of this study is to investigate the effects of the power sources used by lecturers on the belonging to university levels of the prospective pre-school teachers. This study was carried out with quantitative method and correlational screening model. The participants of the study consisted of 300 prospective pre-school teachers (262 female, 38 male) who were studying at 3rd and 4th year of pre-school teaching departments of universities in seven different provinces of Turkey and were accepted to participate voluntarily in this study. Teacher Power Use Scale and The Belonging to the University Scale were used in the study as data collection instrument. The data were analyzed by LISREL 8.7 and IBM SPSS Statistics 22 programs. Pearson's correlation analysis was performed to determine the relationship between power resources and the belonging to university levels. Regression Analysis was carried out to determine whether power sources used by lecturers are predictors of the belonging to university levels. The result of the study revealed that while expert power was the most used, coercive power was the least used power sources by the lecturers. In addition, prospective pre-school teachers have a high level of belonging to university, and there is a significant relationship between the power sources used by lecturers and the belonging to university levels of prospective pre-school teachers. Furthermore, coercive, reward, referent, and expert powers were found to be significant predictors of the belonging to university levels of prospective pre-school teachers. The findings of the study were discussed and suggestions were offered.

Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers’ View about Nature of Science and Scientific Knowledge

This study aims to compare the effect of formative assessment with explicit-reflective instruction and explicit-reflective on pre-school prospective teachers' views about the nature of science and scientific knowledge. In this study, it was used a pretest-posttest nonequivalent control group design and the sample of the study consists of 66 pre-school prospective teachers in the 2nd grade. There are 33 of them were assigned control group and the others were assigned as the experimental group. Since the students could not be randomly grouped in the study, a quasi-experimental design was used. In this study, the nature of science scale (NOSS) and the attitude scale towards scientific knowledge (SKS) were used as pre-test, post-test and retention test. In order to teach the students by using nature of science (NOS) and scientific knowledge (SK), open-reflective instruction was used in the control group, and open-reflective instruction and embedded formative assessment were applied in the experimental group. NOSS and SKS were used as a pre-test, post-test and retention-test in this study. In order to teach the students NOSS and SK, while Explicit-reflective instruction was applied in the control group, formative assessment embedded with Explicit-reflective instruction was applied experimental group.As a result of the study, it was determined that the formative assessment embedded with Explicit-reflective instruction was more positively and permanently changed on pre-school prospective teachers' view about NOS and SK than the other method

PROSPECTIVE PRE-SCHOOL TEACHERS’ VIEWS ON STEM LEARNING IN GRADE 9: THE PRINCIPLE OF CONTINUITY IN EDUCATION

The life quality of society and the stability of national economy is largely connected with science, technology, engineering, and mathematics (STEM). The complex character of STEM education demands informed teaching/learning strategies in order to make the 21st century youth interested in learning. The aim of the research was to find out the views of prospective pre-school teachers on Grade 9 students’ STEM learning, thus addressing the topical principle of continuity in education. A survey of 261 prospective pre-school teachers of the University of Latvia was performed. The obtained results show that in general the prospective pre-school teachers have some notion about the level of teaching/learning requirements in Grade 9 of the basic school, the integration of STEM and teaching/learning strategies. They acknowledge cognitive interest, inquiry-based learning and the importance of STEM knowledge and skills in the national development as significant, but little value is given to the exploration of nature in out-of-school time and to the importance of mathematical skills. More experienced respondents assess STEM learning higher. The given research raises the issue of the principle of continuity in education and gives a possibility to understand better the needs of prospective teachers in order to improve teacher education programs at the University. Keywords: cognitive interest, continuity of education, prospective pre-school teachers, STEM learning

Topological Analysis of Correlations (TACO) model for analyzing prospective preschool teachers’ science teaching attitudes based on their epistemological beliefs and views on the nature of science

Topological Analysis of Correlations (TACO) model for analyzing prospective preschool teachers’ science teaching attitudes based on their epistemological beliefs and views on the nature of science

Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles

This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males) prospective pre-school teachers studying in their first, second, third, and fourth year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the ‘Science Education Self-Efficacy Belief Scale’ developed by Riggs and Enochs (1990) and adapted into Turkish by Özkan et al. (2002) and ‘Kolb Learning Style Inventory’ developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers’ self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs.

Opinion of Pre-service Preschool Teachers on Responsiveness: A Comparative Study of Latvian and Polish Students in the Aspect of Sustainable Education

Abstract The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education – respectful communication, participation, empathy, flexibility, and the ability to change so that a teacher would be able to ensure an emotionally safe and supervised learning environment. The aim of the article is to analyze and compare the opinions of students, pre-service preschool teachers, about teacher’s responsiveness in Latvian and Polish institutions of higher education. The research methodology includes the theoretical method – analysis of academic literature – and the empirical method – a survey of 307 Latvian and Polish full-time and part-time students in the period of 2020–2021. The survey was conducted online. Data processing was performed using the SPSS program. The results show that, in general, the understanding of prospective preschool teachers about the importance of teacher responsiveness in pedagogical activities and the need to undertake responsibility and leadership in regulating children’s reactions is positive. However, several differences have been identified between the opinions of Latvian and Polish students.