Prospective Teachers Research Articles

Meta-Analysis Study: Expectations of 21st Century Teaching from Pre-Service Teacher Education Programs

This study aims to investigate the expectations of 21st-century teaching from pre-service teacher education programs and to analyze the contemporary status of pre-service teacher education programs in developing 21st-century teaching skills among prospective teachers. The meta-analysis method was used to analyze previously conducted studies in the context of 21st-century teaching. The findings reveal that, to some extent, pre-service teacher education programs contribute to developing the 21st-century teaching skills by imparting theoretical knowledge, but there is a gap in the application of theory and pedagogical practices. Consequently, there is a pressing need to reconsider the pre-service teacher education programs to inculcate the essential teaching skills for 21st-century, such as collaborative learning, reflective thinking, social and emotional competencies, adaptive skills, communication skills, creativity and entrepreneurship skills, critical thinking, problem-solving skills, and ICT skills for teaching and social networking.

예비 초등교사들의 비구조화된 수학 문제 만들기 활동 분석

Objectives The purposes of this study were to analyze degree of structure and complexity of ill-structured mathematical problems made by prospective elementary teachers. Methods In order to do this, 109 prospective elementary teachers participated in ill-structured mathematical problem posing activities, as a result 24 group work papers were collected. The data was analyzed using framework which determines ill-structured problems and problem complexity. Results The results of this study showed that the degree of structure of the problems posed by prospective teachers varied. The prospective teachers posed problems with relatively high ill-structuredness in terms of authenticity, but with low ill-structuredness in terms of complexity and openness. The prospective teachers posed problems that were low of linguistic complexity but high of mathematical complexity. when prospective teachers asked students to solve problems they posed, most of them expected that difficulties would arise during the phase of carrying out the plan. Conclusions The results indicate that prospective elementary teachers need to develop their competence of posing ill-structured mathematical problems, in particular, there is a need to explore the meaning of openness of ill-structured problems. It also suggests that there is also a need to provide prospective teachers opportunities to anticipate and discuss students’ difficulties in ill-structured problem solving.

Theoretical construction of the microteaching model-based PjBL and blended learning for prospective biology teachers

Microteaching as a learning model must be updated for the future, especially in preparing prospective biology teachers with the 4C skills required in the 21st century. This study aims to develop a microteaching model-based Project-based Learning (PjBL) and blended learning to enhance the 4C skills of prospective biology teachers. The research method uses a Research & Development approach with the ADDIE framework. The research subjects are the Biology Education Study Program students who take the microteaching course. This model integrates PjBL and blended learning, including the following stages: (1) Project orientation (synchronous), (2) Module development (asynchronous), (3) Peer review (asynchronous), (4) Presentation of peer review results (synchronous), (5) First teaching practice and peer review (asynchronous), (6) Presentation of first teaching practice results (synchronous), (7) Second teaching practice and peer review (asynchronous), (8) Presentation of second teaching practice results (synchronous), (9) Collection of project videos (synchronous), and (10) Project evaluation (synchronous). Data collection techniques include questionnaires, validation sheets, observation sheets, and tests, with data analysis using a t-test. The results show that model enhances the 4C skills of prospective biology teachers. In conclusion, this model effectively improves 4C skills with the guidance of a logbook and LMS. Still, lecturers must encourage and facilitate student learning activities through direct communication or instant messaging. This research impacts the quality of education for prospective biology teachers in the future.Abstrak. Microteaching sebagai model pembelajaran perlu diperbaharui untuk masa depan, khususnya dalam menyiapkan calon guru biologi dengan keterampilan 4C yang dibutuhkan pada abad 21. Penelitian ini bertujuan mengembangkan model microteaching berbasis project-based learning (PjBL) dan blended learning bagi calon guru biologi. Metode penelitian ini menggunakan pendekatan Research & Development dengan kerangka ADDIE. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Biologi yang mengambil mata kuliah microteaching. Model microteaching yang dikembangkan mengintegrasikan PjBL dan blended learning, meliputi tahapan: (1) Orientasi proyek (sinkronus), (2) Pengembangan modul (asinkronus), (3) Peer review (asinkronus), (4) Presentasi hasil peer review (sinkronus), (5) Praktik mengajar pertama dan peer review (asinkronus), (6) Presentasi hasil praktik mengajar pertama (sinkronus), (7) Praktik mengajar kedua dan peer review (asinkronus), (8) Presentasi hasil praktik mengajar kedua (sinkronus), (9) Pengumpulan video proyek pembelajaran (sinkronus), dan (10) Evaluasi dan penilaian proyek (sinkronus). Teknik pengumpulan data menggunakan angket, lembar validasi, lembar observasi, dan tes. Teknik analisis data menggunakan t-test. Hasil menunjukkan bahwa model ini meningkatkan keterampilan 4C pada calon guru biologi. Kesimpulannya, moel ini efektif meningkatkan keterampilan 4C dengan panduan logbook dan LMS, Namun, dosen perlu mendorong dan menfasilitasi kegiatan belajar mahasiswa melalui komunikasi langsung atau pesan instan. Penelitian ini berdampak pada peningkatan kualitas pendidikan calon guru biologi di masa depan.

Investigation of Prospective Teachers’ 21st Century Skills Competency Perceptions Based on Various Variables

Purpose: The purpose of this study is to assess the self-perceived competency of prospective teachers regarding 21st century skills. The study seeks to understand how prospective teachers perceive themselves in terms of the skills they will need to teach and thrive in the rapidly evolving educational landscape that is shaped by globalization and technological advancements. Design/Methodology/Approach: This study utilizes a quantitative method with a descriptive survey model to assess the competency perceptions of 341 prospective teachers’ 21st century skills from a Turkish state university, using random sampling for representativeness. The "21st Century Skills Competency Perception Scale for Teacher Candidates" was employed to collect data, exhibiting high reliability (Cronbach Alpha of 0.98), and data analysis included descriptive statistics, T-tests, and ANOVA to explore differences in skills perception, with the scale's validity and reliability confirmed for the sample group. Findings: The findings indicate that prospective teachers rate their competency in 21st century skills highly, with the greatest confidence in Information, Media, and Technology Skills and the least in Learning and Innovation Skills. Significant gender differences were found, with female candidates reporting higher competency perceptions than males. Age also influenced competency perceptions, with older groups (25-31 and 32+) rating their skills higher than the youngest group (18-24). Furthermore, pedagogic formation graduates rated their competencies higher than their peers from other faculties, indicating that educational advancement correlates with higher self-perceived 21st century skills. Highlights: The research suggests that teacher education programs should focus on strategic development of learning and innovation skills and integration of technology into teaching, with findings indicating that perceptions of competency increase with age and are higher among females and graduates.

Promoting Gender Equity through Teacher Education: A Comparison of Turkish and American Preservice Teachers’ Perspectives

Gender perception and beliefs of teachers constitute a significant dimension of gender inequities in education. Even in societies that have made significant progress in achieving gender equity, the structure and content of teacher education remains insufficient to create gender awareness among teacher trainees and to develop an egalitarian understanding of education. Utilizing a multiple case study design, the present study examines the extent to which the teacher education programs in two different countries, Türkiye and the USA, prepare pre-service teachers to be gender sensitive in their practices as teachers. Data were collected through semi-structured interviews with 22 student teachers from two countries. Student teachers talked about their experiences inside the teacher education programs and their views regarding how issues surrounding gender were embedded into the teacher education curriculum. Interviews revealed the nature and quality of teacher education, social mechanisms and relations within the teacher education programs in shaping the gender norms of prospective teachers. The study has important implications for educational policies, school practices, and teacher education programs.

Present and Future of Artificial Intelligence: A Case Study on Prospective Teachers

This study investigates prospective teachers' perspectives on the present status of artificial intelligence (AI) and their predictions regarding its future development. The study utilized a case study approach to select a group of 64 prospective teachers from the faculty of education at a state university in Türkiye. The study participants comprised 34 female and 30 male prospective teachers. The researchers employed a purposive sampling technique, specifically the criterion sampling approach, to select the prospective teachers included in the study. The researchers collected data for the study using the "AI Perception Interview Form" and the "AI Future Foresight Determination Form," and then analyzed the data using descriptive and content analysis techniques. The results showed that prospective teachers obtained information about AI primarily from social media, internet/news websites, and applications. Analyzing the definitions and explanations provided by the prospective teachers revealed that they particularly emphasized the uploading of human intelligence to computer systems, the acquisition of human-like abilities by machines, and the ability of AI to learn independently. Additionally, prospective teachers identified health, education, accounting, and finance as domains with significant potential for the advancement of AI. In education, the initial applications prospective teachers thought AI could be used for included determining students' mental states, assessing student levels, and providing personalized content. The data obtained from the study indicate that prospective teachers produced both utopian and dystopian content regarding the future of AI. This production of varied content reveals that prospective teachers have diverse perspectives on the future of AI.

Unsichere Bindungsrepräsentationen, berufliche Selbstkonzepte und Mentalisierungsfähigkeiten bei angehenden sonderpädagogischen Lehrkräften

The aim of this study was to explore the associations between attachment representations and vocational self-concepts among prospective special teachers. Further, it was investigated whether this link was medi-ated by the preservice teachers’ mentalizing – the capacity to perceive and consider one's own and others' behavior based on intentional mental states. Data of this cross-sectional study were collected from 202 student teachers. The hypotheses were tested via structural equation modelling. Results indicate a direct negative path from attachment-related avoidance to professional self-concepts as well as a partial media-tion through impairments in mentalizing. In contrast, the link between anxious attachment and professional self-concept was mediated fully by mentalizing. These results offer initial insights into the importance of prospective teachers' attachment biographies in shaping their vocational self-concepts, indicating that ex-ploring one's own attachment biography could be a valuable aspect of teacher training programs.

Instructional actions of prospective physical education teachers to activate learners in physical education lessons

ZusammenfassungLehramtsstudierende sind im Rahmen ihrer studienbegleitenden Praktika erstmals gefordert, im eigenverantwortlichen Unterricht professionelle Handlungsweisen zu zeigen. Geht man davon aus, dass die Kompetenzentwicklung im Lehramtsreferendariat an diese Handlungsweisen anknüpft, dann stellt sich die Frage, wodurch genau das professionelle Handeln in Praktika gekennzeichnet ist. Der vorliegende Beitrag greift diese Frage auf und untersucht auf der Basis von teilnehmenden Beobachtungen, die im Unterricht von 27 Sportlehramtsstudierenden durchgeführt wurden, das unterrichtliche Handeln in Bezug auf die Aktivierung von Schüler*innen. Es wird damit eine zentrale Basisdimension qualitätsvollen Unterrichts fokussiert. Die auf Basis einer qualitativen Inhaltsanalyse gewonnenen Befunde lassen sich in die Bereiche Unterrichtseinstieg, Aufgaben und Unterrichtsgespräche einordnen. Im Kern weisen die Befunde auf der einen Seite darauf hin, dass sich das zur Aktivierung anregende Handeln durch eine hohe Orientierung an einer individuell begründeten Sachlogik kennzeichnet und die Studierenden zugleich darauf bedacht sind, die Schüler*innen auf der Beziehungseben zu aktivieren. Auf der anderen Seite ließen sich Handlungsweisen identifizieren, deren Aktivierungspotenzial hinterfragt werden kann. Beispielsweise lässt sich aus einem reflexionsfreien Abarbeiten von Aufgabenfolgen oder dem Stellen von Überraschungsfragen auf eine niedrige Aktivierung schließen. Insgesamt liefert der Beitrag erstmals einen differenzierten Einblick in das professionelle Handeln von Sportlehramtsstudierenden in Praktika im Hinblick auf eine zentrale Basisdimension, wovon Ausbildungsprozesse langfristig profitieren können.

A collaborative model to restore racial diversity in the teaching profession

Abstract Sixty-eight years after the Brown v. Board of Education decision led to a national reduction of teachers of color, even as numbers of students of color grew, a collaborative effort to racially re-diversify the education profession is forming in the Dayton, Ohio region. This article describes this ongoing movement to increase the number of racially and ethnically marginalized educators, led by seven school districts, five institutions of higher education (IHEs), a county educational services center, and two nonprofit organizations. Initial work was supported by leveraging grant funds. The project seeks to (1) identify seventh- through eleventh-grade students interested in becoming educators, (2) direct students into model pathways and critical supports from high school through college graduation and licensure, (3) offer support for minoritized future and new teachers that fosters confidence and promotes belonging, and (4) facilitate the emergence of collectively-designed professional development for continuous renewal of culturally responsive and inclusive cultures in all education spaces. Strategies include identifying prospective teachers within high schools, establishing peer cohorts, facilitating critical mentoring, mapping grow-your-own pipelines and pathways, providing support at crucial stages in college, developing positive cultures in programs and districts, facilitating ongoing professional development that centers marginalized perspectives, and providing logistical support for emerging networks and organic affinity groups. Lack of support, student debt, isolation, discrimination, and unwelcoming and unresponsive school environments are common barriers that require ongoing dismantling.

The Effect of a Brain-based Learning Strategy on Developing The Reading Comprehension Skills of Faculty of Specific Education Prospective Teachers

The Effect of a Brain-based Learning Strategy on Developing The Reading Comprehension Skills of Faculty of Specific Education Prospective Teachers

THE ROLE OF CROSS-CULTURAL APPROACH AND ITS IMPLEMENTATION IN THE TRAINING OF PROSPECTIVE ENGLISH TEACHERS BASED ON ROMANIAN EXPIRIENCE

The article highlights the problem of professional training of prospective English language teachers at the current stage of globalization transformations in the European educational space. The role of the cross-cultural approach in the training of prospective Englishteachers is determined. The relevance of the investigated problem is substantiated; the reasons for unresolved problems related to the topic of the article are indicated. The theoretical aspects of the cross-cultural approach to the training of English language teachers and ways of its implementation are presented. The study of the cross-cultural approach in education, presented in domestic and foreign scientific literature is analyzed. The role of the English language as a means of intercultural communication, which contributes to the acquisition of international educational experience and spreading of cultural relations and forming professional competences is determined. Three levels of strategic planning for the development of intercultural competence are distinguished and characterized. The main learning strategies of formation prospective English language teachers’ cross-cultural competence are defined. Also, the didacticnecessity of using authentic textbooks and materials in training prospective English teachers has been proven.

Level of Exposure Elementary School Teachersto the Implementation Merdeka Curriculum

This study aims to analyse the perceptions and level of exposure of undergraduate primary school teacher candidates to implementing the Merdeka curriculum. The research used a descriptive survey method involving 44 prospective elementary school teacher students from Muhammadiyah Bima University who were selected as survey respondents. Research data was collected using a questionnaire item that was numerically assessed and distributed via Google Forms. Then the research data, analysed using descriptive statistics and percentages to describe the characteristics of the data and respondents in seeing changes in the merdeka curriculum implementation policy in Bima City in the form of tables, graphs, or diagrams to facilitate interpretation. The research findings revealed that around 51% of elementary school prospective teachers fall into the category of moderate exposure to the Merdeka Curriculum. In comparison, 44% have low exposure, and only 5% have high exposure to information and implementation of the Merdeka Curriculum. This condition is influenced by several factors, among which the most significant factor affecting elementary school teacher candidates is motivation, with 67.4% motivated to explore the Merdeka curriculum. The survey also depicts the most common forms of support provided by the university, including the use of learning resources related to the Merdeka curriculum (41.9%), support through applications in courses (39.5%), support through the dissemination of information about Merdeka curriculum seminars, and some do not provide any support or mentoring (4.7%). Prospective teachers make various efforts to improve their understanding of the independent curriculum implementation policy, such as attending seminars and workshops on the Merdeka curriculum, seeking information independently from reading sources both from textbooks and online sources, discussing with lecturers, and being directly involved in the implementation of the independent curriculum.

Neoliberal common sense and Erasmus student mobility: how do prospective English language teachers construct their experiences?

ABSTRACT Erasmus student experiences currently seem to be closely linked to the neoliberal common sense, meaning that market-oriented motivations and consumerist behaviours can often be found in students’ discourses and experiences. With this point in mind, in this qualitative inquiry, we focused on how a cohort of prospective English language teachers constructed their Erasmus experiences. Upon analysing a qualitative set of data, we argued that the participants constructed a polydimensional Erasmus experience marked predominantly by neoliberal elements, interspersed with discernible critical facets. We, then, offered recommendations aimed at ensuring a more balanced and transformative Erasmus experience for prospective English language teachers.

Analysis of Teacher Self-Efficacy and Its Impact on Sustainable Well-Being at Work.

This study evaluates teacher self-efficacy perceptions among students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program's training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the "Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions

AbstractThis study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of equivalence and equations, generalized arithmetic, and functional thinking as the content of early algebra through text-based classroom cases. Data were collected through one-hour individual interviews before and after the early algebra lessons. The analysis of the pre-interviews indicated that prospective elementary teachers may not be ready to foster algebraic thinking in elementary grades in terms of the required knowledge for teaching. We found that PETs needed more development of required subject matter knowledge to guide algebraic thinking in elementary grades, such as the relational meaning of the equal sign, generalizing, representing, or justifying arithmetic or functional relationships, and reasoning with them. Likewise, PETs were found to lack in pedagogical content knowledge related to students’ conceptions and misconceptions and effective teaching strategies to promote early algebraic thinking. However, we found that specifically designed method courses could help develop PETs’ knowledge of teaching early algebra. Following early algebra lessons centered around case discussions, PETs showed progress in multiple aspects of knowledge across all big ideas, though their improvement in generalized arithmetic was somewhat less pronounced. This progress was observed in their subject matter and pedagogical content knowledge.

Creativity and artificial intelligence: A study with prospective teachers

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

Ethnicity on the Teaching Skills of Culturally Literate Prospective Science Teachers

Culturally literate science is taught through community culture as a learning resource. The culture in the community around the school or native Indonesian culture is expected to be learning resources. The research aims to reveal the ethnicity of prospective science teachers in microteaching courses concerning culture-based teaching skills. The research used a quantitative approach with a quasi-experimental method. The dependent variable research was the teaching skills of prospective science teachers of different ethnicities. A quasi-experimental method was chosen to investigate the relationship between ethnicities and the teaching skills of prospective science teachers. This research finds that Papuan and Minang prospective science teachers have better abilities to integrate culture in implementing teaching practices through microteaching. Papuan prospective science teachers live in the interior, far from urban areas, and are still accustomed to using local culture in their daily activities. These factors make it easier for them to provide examples of culturally literate science. There is a linear relationship between ethnicity and culturally literate teaching skills from the test results, with a significant value of 0.710 > α (0.05).

Constructing Research Preferences by Prospective Indonesian EFL Teachers

Several studies have discussed the features and characteristics of research on English language teaching in Indonesia by both lecturers and students. However, there is very little research that discusses topics, research methods, designs, and reasons for choosing topics, as well as the efforts to improve the quality of research conducted by prospective EFL teachers in the Indonesian context. The study aims to identify, assess, and characterize the research conducted by prospective Indonesian EFL teachers. The study used mixed research methods utilizing 477 research works as the objects of study, while the research participants were 67 prospective Indonesian EFL teachers and 5 heads of the English education program. The results showed that students' selected research topics were the process of learning English at the secondary school level and that their preferred methodologies were quantitative research, qualitative research, and classroom action research (mixed methods). The most popular topics in English language learning research were methods for learning, classroom action research, textbook analysis, media for learning English, and viewpoints on English teaching concerns. The reasons for choosing certain research topics and methods were dominated by issues of ease of research completion. The results contribute as a basis for future research to select variables, designs, issues, or study subjects to explore as well as for directing and defining the themes and research topics in the English Education study program.

The Effectiveness of Stylistic Analysis in Developing Some EFL Critical Reading Skills among Prospective Teachers at the Faculty of Education

The Effectiveness of Stylistic Analysis in Developing Some EFL Critical Reading Skills among Prospective Teachers at the Faculty of Education