Secondary Pre-service Teacher Education Research Articles

Using facial emotion recognition to research emotional phases in an inquiry-based science activity

ABSTRACT Background Observational and declarative approaches applied by human observers have dominated the study of emotions, engagement, and attention. However, these approaches are susceptible to biases such as social desirability. Additionally, declarative approach cannot measure these parameters in real-time. Purpose This study aims to apply Facial Emotion Recognition (FER) technology in an inquiry-based activity to address the limitations of traditional observational and declarative approaches. We measured students’ emotions, engagement, and attention through the parametric measurement of facial expressions frame by frame. Method and procedure We recruited a convenience sample of 12 secondary education pre-service teachers. Students participated in a 20-minute inquiry-based activity where they were tasked with identifying the contents of a sealed black box. We recorded their facial expressions and actions with a video camera, and the collected data was subsequently analysed by both a FER automatic software and a human observer. Results During the activity, Attention had a mean presence of 81.24% ±5.93, Engagement had a presence of 31.86% ±9.10, Joy of 7.62% ±7.11, and Surprise of 6.57% ±4.61. The presence of the other discrete emotions was low. Our analysis further revealed an evolution of these parameters and students’ actions, progressing through three distinct phases: accommodation to the problem (Phase 1), exploration of problem-solving strategies (Phase 2), and implementation of problem-solving strategies (Phase 3). Based on these observations, we grouped students into three patterns based on the phases they underwent throughout the activity. Conclusion This study shows the application of FER technology for identifying and analysing the progression of students’ emotions, engagement, and attention during an inquiry-based activity. FER technology allows real-time and systematic measurement of emotions, engagement, and attention. However, this technology has inherent limitations, and further research is needed to optimise its application in the educational setting.

Views of secondary education teachers on the use of mixed reality

The advance of the so-called emergent technologies in the field of education goes hand in hand with the previous experiences and beliefs of teachers, or lack thereof, with and about them. Among all the digital resources available, Mixed Reality (MR) is currently awakening the interest of educators, given that it combines virtual and augmented reality. Although both of these technologies are already present in many mixed methodologies utilized for teaching and learning processes, this is not the case of MR. Thus, it is necessary to discover the perspectives of educators on the use of MR, to be able to forecast its successful implementation in classrooms. Thus, the present article shows data obtained from a study with 219 Secondary Education pre-service teachers in Spain. The data collected through a 31-item ad hoc questionnaire pointed to differences in the perception of Mixed Reality in the teaching process as a function of gender, with women considering that it will make the classroom methodology more communicative, also believing that it will promote the reading comprehension of the texts that are utilized in each school subject. Thus, we can conclude that mixed reality is defined as a tool that promotes the learning process of secondary school students.

Pedagogical and Research Competence of the Pre-service Teachers

Pre-service teachers must exhibit both pedagogical and research competence in the fulfillment of their educational endeavors since they will soon be on the front line of the learning environment. To support this argument, this study assessed and ascertained the relationship between the pedagogical and research competence of pre-service teachers. I considered 130 Bachelor of Secondary Education pre-service teachers of Northwest Samar State University, the School Year 2018-2019 using a researcher-made questionnaire. Mean response and standard deviation statistics were used to measure pedagogical and research competence; while Linear Regression was used to quantify the relationship between the two constructs. In addition, moderator analysis was used to compute the extent of the effect of the sex and field of specialization on pedagogical and research competence. I found out that the respondents perceived themselves as “competent” in both pedagogical and research competence. Moreover, the empirical test revealed that there is enough evidence to claim that pedagogical skills in terms of classroom management and classroom assessment have a significant effect on research competence. However, their sex and specialization were found to be not affecting with their pedagogical and research competence. Thus, it was suggested that the pre-teachers must undergo intensive training in both pedagogy and research for them to advance their skills as future teachers.

An Interdisciplinary Scientific and Mathematic Education, Addressing Relevant Social Problems Such as Sexist Hate Speech

The intention of this article is to share research taken from the initial training of secondary education pre-service teachers, in which college professors from mathematics and social sciences education participate. There are numerous studies regarding curriculum integration. However, there is insufficient research that offers insight into how different forms of disciplinary thought may come together in the design and development in practice for an educational purpose. The research professors carried out a qualitative investigation, working with two pre-service teacher groups from the fields of mathematics and social sciences. We used a validated research instrument to analyze how interdisciplinary educational proposals are developed, and how said proposals can be used to understand our social reality. Through an integrated project, pre-service teachers addressed sexist hate speech taken from different contexts. They designed didactic proposals, with mathematical contents, which allow high school students to argue with data and create counter-narratives, which softened or eliminated the sexist hate speech Among the conclusions, we may emphasize the value of pre-service teachers identifying their strengths in order to use the mathematical and social thought processes in an autonomous and creative way, thereby developing the instrumental, functional, and formative character in mathematics education.

Preservice Agricultural Education and Secondary Education Teachers’ Self-Efficacy and Professional Identity

The purpose of this study was to describe the self-efficacy and professional identity of preservice agricultural education teachers and other secondary education preservice teachers. Data were collected from respondents (n = 85) from 13 institutions and included both agricultural education preservice teachers (n = 68) and other secondary education preservice teachers (n = 17). The instrument used in this study was a modified questionnaire that combined two previously established scales, Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher’s Sense of Efficacy Scale and Woo’s (2013) Professional Identity Scale in Counseling. Descriptive statistics revealed that agricultural education preservice teachers possessed a slightly higher level of self-efficacy than other secondary education preservice teachers. Conversely, secondary education preservice teachers possessed a slightly higher level of professional identity than agricultural education preservice teachers. A Spearman’s rho Correlation was used to reveal a negligible relationship between self-efficacy and professional identity among agricultural education preservice teachers. However, there was a small relationship between self-efficacy and professional identity among secondary education preservice teachers. Further research should be conducted to establish the development of self-efficacy and professional identity throughout the teacher career cycle through longitudinal studies.

An Examination of Epistemic Beliefs about History in Initial Teacher Training: A Comparative Analysis between Primary and Secondary Education Prospective Teachers

Epistemic beliefs about history can influence the way educators address this discipline with their students. This mixed-methods study establishes a comparison between three groups: secondary education, and both second-year and third-year primary education social studies pre-service teachers. Using a sample of 430 participants, the Beliefs About History Questionnaire (BHQ) was applied to quantitatively assess the level of agreement with three stances (copier, borrower, and criterialist) and the consistency of the answers. Responses were also codified and qualitatively examined. While all groups favored a criterialist stance, secondary education pre-service teachers showed more nuanced and consistent visions than their primary education counterparts. A discussion is presented on the role of initial teacher training and on the characterization of epistemic cognition in history.

Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre‐service teachers

AbstractThis research work intends to make an innovative contribution to the existing literature by studying the predictive effect of two relatively unexplored constructs on the adoption of an emerging technology, such as mobile devices, among a seldom‐studied population in the European context (secondary education preservice teachers). To achieve this goal, a technology acceptance model (TAM)‐based model was designed including the constructs: behavioural intention, perceived usefulness, perceived ease of use, attitude towards use, subjective norm, attachment and resistance to change and it was tested using a sample of 222 Spanish secondary education preservice teachers. The results of the factor analysis evidence the significant effect of resistance to change on the four TAM variables, especially on perceived usefulness and attitude, while the attachment only has a small effect on perceived ease of use. Additionally, the analysis confirms attitude towards the use as the main predictor of the behavioural intention, as well as the influence of the subjective norm on both perceived usefulness and behavioural intention. These findings have important ramifications for the design of teacher training programmes, which are addressed in the discussion, and they also suggest the need to continue studying the effect of new factors on the technology adoption process. Practitioner NotesWhat is already known about this topic The TAM model is a widespread theory for the study of the technology adoption with unexplored areas in the educational field. Despite the didactic potential of mobile devices, they are underused by the teachers which suggest the existence of an adoption problem. Attachment and resistance to change are two constructs from the second‐order barriers little studied in TAM‐based models applied in the educational field that can provide important information for the development of teacher training initiatives. What this paper adds The TAM‐based model developed in this research evidences the influence of the second‐order barriers in the adoption of mobile technologies among secondary preservice teachers. Resistance to change has an important effect on the intention to use mobile devices in the future teaching practice of secondary preservice teachers. The effect of the emotional attachment on the adoption of mobile technologies is smaller in utilitarian contexts. Implications for practice and/or policy Technology adoption models should pay more attention to unexplored second‐order barriers, especially resistance to change. The higher education institutions must develop teachers’ training programme more focused on the teaching model built by their students and transmit a new model more positive towards changes emphasizing the possible advantages of incorporating new tools to their future practice.

A case study on the implementation of STEAM education in secondary pre-service teacher education program

A case study on the implementation of STEAM education in secondary pre-service teacher education program

Possibilities and Limitations of Secondary Pre-Service Teacher Education Program for Interdisciplinary Teaching Proficiency: Focusing on Fusion of Korean language, Mathematics, and Science

Possibilities and Limitations of Secondary Pre-Service Teacher Education Program for Interdisciplinary Teaching Proficiency: Focusing on Fusion of Korean language, Mathematics, and Science

The Effect of Using Multimedia Blurb on L2 Reading Comprehension of Narrative Text

Strategies that improve reading comprehension is essential for learning. This study investigated the effect of Multimedia Blurb (MMB) on second language (L2) reading comprehension. Readers create a MMB using internet-based tools, and a specific language to express their understanding of the text read. Participants were drawn from intact secondary education pre-service teachers of varied majorships and assigned to three conditions. Two experimental groups produced a MMB, one used their first language (L1) which is Filipino, and the other applied their second language (L2), which is English. A control group did not create a MMB. All groups were tested for comprehension after reading and producing a MMB. A oneway between groups analysis of covariance determined the impact of MMB on comprehension. The experimental groups performed significantly better than the control group, with the L2 group generating the highest mean score. The digital tools utilized and the language used to process the narrative text likely enhanced readers comprehension. Further study of the MMB elements is recommended.

A Case Study of Secondary Pre-Service Teacher Education for Guiding Under-Achieving English Learners: from the Perspective of UNESCO’s ‘Education for All (EFA)’

A Case Study of Secondary Pre-Service Teacher Education for Guiding Under-Achieving English Learners: from the Perspective of UNESCO’s ‘Education for All (EFA)’

Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program

This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.

PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS

Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers’ perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies. Keywords: science, art, pre-service teachers, pre-collegiate students, STEM education, STEM classrooms.

Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education

This article analyses the experiences of 55 secondary pre-service teachers (PSTs) in a mandated professional development course that used Halliday's systemic functional linguistics (SFL) and related pedagogical practices to support PSTs' development of disciplinary linguistic knowledge for working with linguistically diverse students in the United States. Of specific interest is how the course influenced the manner in which PSTs responded to a student's attempt at writing a mathematical explanation. We begin with a brief description of Halliday's theory of language and learning with particular reference to the semiotic demands of mathematics. Next, we provide a description of the professional development course and the mixed methods approach to analysing changes in PSTs' pre- and post-course responses to a student writing sample about linear equations. Third, we discuss findings that suggest PSTs' emerging understanding of the linguistic and multimodal demands of mathematical explanations supported them in providing more cogent and precise written feedback. We conclude by discussing the potential of SFL conceptual and pedagogical tools to support PSTs' professional development in the context of globalization.

The High School Curriculum: Perceptions of Special Education and Secondary Education Preservice Teachers

The purpose of this study was to determine preservice teachers’ beliefs about the curriculum content and skills that should be available and taught during high school, and the contextual variables (experiences, locations, individuals) that promote access to the high school curriculum. Participants included 79 secondary and 21 special education preservice teachers at one university. Data were collected via a survey. Participants indicated that a wider array of curriculum content and skill areas should be available to all students than is taught. Differences between secondary and special education preservice teachers were present regarding the importance they placed on accessing the high school curriculum through extracurricular activities and independent studies; in self-contained classrooms, the home, and the community; and via instruction from teaching assistants.

Changes, Challenges, and Successes Facing Secondary Pre-service Teacher Education in Australia

In December 2008, the Australian Government was presented with a report from a Review of Australian HigherEducation known as the ‘Bradley Review’. The report clearly articulates many challenges that lie ahead; it questions thestructure, organisation and financial position of Australia to effectively compete in the global economy. This paperprovides a succinct discussion of some of the challenges and dilemmas encountered at a metropolitan Australianuniversity in Melbourne within the Faculty of Arts and Education in the School of Education. The courses will bereaccredited in 2016 and has to comply with the new Australian Qualification Framework (AQF), the AustralianTeaching Standards Framework (AITSL) and the Victorian Institute of Teaching (VIT). By employing narrative inquiry,reflective practice and document analysis as methodology, I discuss the Bachelor of Teaching (Secondary)/Bachelor ofArts course (degree), the largest secondary pre-service teacher education course at a university in Melbourne presentingsome strategies and inviting international dialogue in relation to some of the challenges faced regarding increasednumbers of students and lower entrance scores. Limitations of the current course are acknowledged and generalizationscannot be made to other education courses at universities across Australia. However, some new initiatives in the facultyare offered.

Changes, Challenges, and Successes Facing Secondary Pre-service Teacher Education in Australia

Changes, Challenges, and Successes Facing Secondary Pre-service Teacher Education in Australia

The Evaluation of the Epistemological Views of Secondary Education Pre-service Teachers

Abstract The aim of this study is to determine the epistemological views of secondary education pre-service teachers and to evaluate those views. The data used in the study, which was carried out using survey model, was obtained through a questionnaire applied to 420 pre-service teachers studying pedagogical formation at Firat University. The data were analyzed using descriptive statistics techniques. In the study, it was discovered that teacher candidates had views similar to those defended by quantum and post- modern paradigm regarding the three basic dimensions of epistemological belief: source, certainty, and simplicity of knowledge. As for the dimension of the source of information, it was observed that male teacher candidates and Mathematics Department teacher candidates had more positivist views compared to others. Regarding the dimension of complexity of knowledge, female teacher candidates were closer to positivism, and as for the certainty of knowledge, teacher candidates from the departments of physics, chemistry and biology had views closer to quantum and post-modern epistemology.

Learning Critical Thinking in Saudi Arabia: Student Perceptions of Secondary Pre-Service Teacher Education Programs

Saudi scholars have been agitating for education reforms to incorporate critical thinking in education programs.This paper is a qualitative case study undertaken at King Abdul Aziz University and Arab Open University andexamines students’ perception of learning critical thinking in secondary pre-service teacher education programsin Saudi Arabia. Definitions of critical thinking are based on the Delphi Report (Facione, 1990). The findingsunderscore the need for education reforms based on critical thinking to elevate the quality of education in SaudiArabia.

Structuring Video Cases to Support Future Teachers’ Problem Solving

This study examined preservice teachers’ problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the levels of teaching knowledge elicited during a problem-solving activity. The findings provided explanations for preservice teachers’ ability to use their teaching knowledge in video-based problem solving. The elementary education preservice teachers generated pedagogical and content solutions at a higher level than the secondary education preservice teachers. This paper also discusses findings and implications.