Secondary Student Teachers Research Articles

Gender-based support systems influencing female students to pursue a bachelor of medicine, bachelor of surgery (MBBS) in Rwanda

BackgroundWhile Sub-Saharan Africa contains nearly one third of the global burden of disease, it only contains 3.5% of the healthcare workforce. Furthermore, female medical doctors are underrepresented across the continent. Studies show that increasing gender representation in medicine not only bridges this gap but may have a positive impact on patient care. This study explores the support systems influencing female students to pursue medical school in Rwanda, aiming to recommend ways to increase female participation through support systems.MethodsThis is an exploratory, interpretive study employing qualitative methods. The study was conducted at thirteen secondary schools within two provinces and three universities in Rwanda that offer a medical degree program. Participants were divided into focus groups, including female and male secondary students in science and non-science combinations; teachers of secondary students; female and male students enrolled in medical school; and parents of secondary students in science and non-science combinations. Private and public, mixed and girls-only secondary schools that met the criteria were selected in each province, and all universities offering a medical degree. Participants were selected via random stratified sampling. Thirty-four semi-structured focus group discussions were conducted (28 secondary-level and 6 university-level) and 16 interviews. Data was coded inductively, with common themes identified.ResultsFour main themes were identified as support systems that can either serve as facilitators or barriers to pursuing an MBBS, including teacher support, parental or familial support, financial or institutional policy support, and having access to female mentors or role models.ConclusionSocial support systems are enablers encouraging female students to join medical school. Integrating social support systems in schools and the community has the potential to increase female applicants to medical school in Rwanda.

Trends and Challenges in Teaching Grammar in the 21st Century Learning Perspective: Their Influence on Learner’s Performance

The teachers of primary and secondary students in the city of Pass must fulfill their task of teaching their students every day, teach them new trends, which often requires the use of different approaches that will be useful, and improve the performance of English. Languages subjects and convince their students of the value of learning English. In addition, the global education system has disrupted the challenges of educators, especially those who promote learning, and the pandemic has affected the largest number of students in the history of the education system. The opening of schools took place in both public and private schools, where the post-pandemic situation presented significant challenges to education sectors around the world, where new trends in teaching and learning emerged. The history of new classroom designs includes so many different learning environments that use various methods to serve and nurture learners in a new face-to-face environment designed to motivate them to learn.

The influence of critical friendships on secondary student teachers engaged in collaborative action research

ABSTRACT In this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined here at grades 9 through 12) in the last year of a two-year Masters program from a large, research-intensive university situated in the West of Ireland. The student teachers were organized into 11 critical friend groups of three to five members focused on conducting collaborative action research on the integration of different approaches to lesson planning. Four university supervisors guided the critical friend groups on the topic of lesson planning and offered three lesson plan templates including a long form, shortened form, and a form created by the student teachers themselves. Data were gathered via group feedback forms, surveys, and action research papers. Data analysis entailed the use of open coding, categorization of recurring codes, and analytic memos. Assertions were generated based on recurring trends in the data. Findings indicated that student teachers as researchers have the capacity to leverage the resources, skills, and knowledge gleaned from their critical friend groups to advance their development as teachers and teacher researchers. Their collaborative relationships help ensure a sense of confidence and respect for one another and for the teaching profession itself.

Impact of Life Coping Skills and Reflectiveness among Secondary Student Teachers

The present study examined the impact of life coping skills and reflectiveness among secondary student teachers. The investigator adopted survey method for the present study. The tools used for the present study were life coping skills scale constructed and validated by the investigator and reflectiveness scale constructed and validated by Nicholas Jegan and Antony Raj (2017). Data were collected from 300 secondary student teachers from various colleges in Kanyakumari district. The statistical techniques used for the present study are t-test and correlation analysis. Results showed that there is significant relationship between impact of life coping skills and reflectiveness among secondary student teachers.

Teaching Reflections of Secondary Mathematics Final-Year Student Teachers

Universities have the sole responsibility of producing teachers in most countries including South Africa. Part of teacher education involves school-based experiences where student teachers seek to integrate theory and practice. The purpose of this study was to explore how final-year secondary mathematics student teachers’ reflect on their school-based experiences. The three-step guided reflection conceptual framework was used to frame this study. A case study design was adopted with the self-reflection report as the data source. The participants were 39 teacher candidates registered for a final-year school-based experiences course majoring in mathematics and another science subject. The results indicated that guided reflection was appropriate to unravel instructional challenges and successes that student teachers went through in the six-month period. Moreover, student teachers perceived school-based experiences as impactful on their future teaching career, as an opportunity to gain teaching experience and to put theory into practice under the guidance of experience mentors. However, student teachers significantly encountered negative attitudes towards mathematics which complicated their efforts of instruction in all the topics. With low motivation levels to study mathematics, all topics were difficult to the learners and student teachers had to come up with new instructional strategies.

Coping Strategies Adopted by the Secondary Student Teachers to Overcome Stress

Stress can come to an individual in form and one cannot imagine a life without stress. One should know the ways to overcome stress through the positive coping strategies that can be used in their daily lives. This research study was undertaken to study the coping strategies used by the Secondary student teachers. The descriptive survey method was used for the study. To assess the coping of secondary school student teachers, a coping strategy tool was developed by the investigator. The coping strategy tool contained both the positive coping strategies and negative coping strategies. The sample size of the study was 120 student teachers of the B.Ed colleges in South Chotanagpur division of Jharkhand. The data obtained for the survey was analyzed by using percentage, mean, SD. The study revealed that the most common Negative coping strategy used by 120 secondary student teachers is not taking the blame on themselves with the Mean of 3.3 and SD 0f 0.9. The study also revealed that the most common Positive coping strategy used by 120 secondary student teachers is spending time with their family members with the Mean of 4.4 and SD of 0.7.

Book Review: Beginning Teaching with Digital Technology by Joanne Blannin

Teachers of primary and secondary students are asked to incorporate a great deal of technology into their instruction. The book Beginning Teaching with Digital Technology by Joanne Blannin is a useful introduction to incorporating digital technology into K-12 classrooms. Blannin starts the book with an overview of theories and issues that teachers should consider when using technology. Then, she shares ideas for how to incorporate technology into specific school subjects.

Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education

ABSTRACT The aim was to investigate how a reflective tool, the T-CoRe, in combination with annotated self-recorded videos and reflective writing, could be used to capture student teachers’ knowledge of digital technology use in their teaching. The authors used both a quantitative and a qualitative method to explore how 87 secondary science student teachers demonstrate their use of digital technologies in their teaching. The student teachers’ video annotations, alongside a written reflection of critical incidents in their teaching, constituted data for the analysis. The analysis identified technology knowledge-dependent components in relation to the TPACK framework. The outcomes suggest that providing student teachers with a reflective tool such as the T-CoRe in combination with annotated self-recorded videos has the potential to make visible aspects of their TPACK. This research proposes a method for teacher education that works to improve the way that student teachers are prepared for using digital technology.

Beginning student teachers’ motivations for becoming teachers and their educational ideals

ABSTRACT Research on beginning student teachers’ motivations for becoming teachers has shown that they want to contribute to the lives of their students and to society; however, few of these studies have addressed beginning student teachers’ views on what education is for in relation to the development of both their future students and society. To examine their motivations and ideals, we conducted a survey among 498 secondary student teachers of history and English language at three Dutch teacher education institutes. The student teachers entered a four-year bachelor programme. The results of the factors influencing teaching (FIT)-choice scale show that motivations representing social utility value were rated the highest. Regarding social development, the highest-rated ideals were autonomy and social commitment, and of the ideals focussed on qualification, subject matter knowledge was rated the highest. We found some differences in motivation between student teachers of history and those of the English language; for example, the former’s subject matter motivation was higher than that of the latter. A correlational analysis revealed significant moderate correlations between motivations and educational ideals. In the discussion, we address the implications of our findings for teacher education.

Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study

The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.

영어 글쓰기 능력, 편향성, 채점시간이 예비 영어교사들의 채점 신뢰도에 미치는 영향

This study aims to investigate the rating performance of Korean pre-service secondary school English teachers. Twenty-seven secondary student teachers participated in both self and peer rating sessions because they scored 27 essays after they had written a one-page essay with the given topic. They were asked to make comments on essays, and rating time for each essay they spent right after they finished scoring each assessment criterion. The results exhibited that, first, most of the participants did consistently assign their scores, but no statistically significant association was found between their writing ability and their consistency in scoring. Second, some biases on self and peer rating were found. Participants showed that they tended to score the essays at the higher levels of proficiency more severely. On the contrary to this, they were likely to assign more lenient scores to the essays at the lower levels of proficiency. Third, the length of the rating time they spent was not directly related to maintaining intra-rater reliability. The findings of this study have some educational implications for training pre-service teachers.

Physical Education Teachers’ Perceived Digital Competences: Are They Prepared for the Challenges of the New Digital Age?

The development of information and communication technologies impose great changes that require teachers to be constantly updated. Therefore, it is interesting to analyze the Digital Competence perceived by teachers and their ability to use digital devices in the classroom. The aim of this study is to investigate the technological resources and difficulties that Physical Education teachers have in schools, in addition to the training and methodological strategies required to adequately teach Physical Education classes in present times. For this, through a previously validated survey, we will observe the Digital Competence of teachers and whether there are differences between genders, according to age and teaching experience. A survey has been undertaken by 50 Physical Education teachers of secondary school students. The results show statistically significant differences according to teaching experience and age. In addition, younger teachers have a better perception of their ability to apply Digital Competence in the Physical Education classroom setting.

Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

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

Features of the relationship between physical performance and physical fitness of secondary school students

The article presents the theoretical aspects of physical work capacity and physical fitness of schoolchildren. These include: among the relationships, the greatest were noted between PWC170 and the values of the maximum work, as well as between running for 30 m and speed and strength endurance; with respect to physical conditions, boys had compliance with the required standards for resisting fatigue rather than strength; boys are more committed to strength work, and girls are more committed to flexibility. By means of correlation analysis, the features of the relationship between the values of physical work capacity and physical fitness of secondary school students are revealed. In girls of grades 5 and 9, a similar positive correlation was found between the power of the second load and cross-country skiing. According to the inverse relationship, such a trend was found between the PWC170 and the long jump from a place, running on skis. According to the inverse relationship, such a trend was found between the PWC170 and the long jump from a place, running on skis. In young men, a direct relationship was found between the power of the first load and pulling up on the crossbar, and no negative relationship was found. For teachers of physical education and secondary school students, instructions are offered for the further development of physical performance and physical fitness of students: exercises for improving the functions of the cardiovascular system. The results of the study can be applied in any country and in the implementation of the organization of the educational mechanism by physical education teachers to improve the physical performance of students and their physical self-improvement.

Implementation of the program of valeological service 
 «Сenter for healthy child development» at school

The article is devoted to an actual pedagogical problem the creation of new valeological directions and services in the organization and content of education in educational institutions. The creation and establishment of the valeological service in educational institutions significantly expands the opportunities for continuing education of valeopedagogics. The modern education system needs qualified specialists who are prepared to work in the valeological service, which can be divided into medical, psychological, educational and social. The content of the activities of the valeological service may include preventive, correctional, diagnostic, educational, coordination, experimental, scientific and methodological, information and educational work. A modern educational institution is obliged to help every child maintain and develop health this is a priority and urgent problem of pedagogy. The proposed program of the valeological service Сenter for healthy child development, experimentally created and implemented in the work of schools in Ulan-Ude by teachers and students of the Pedagogical Institute of the Buryat State University, will help solve this problem. Considerable attention is paid to the mechanisms of formation, preservation, and health promotion of participants in the educational process. This view will be of interest to teachers of higher and secondary schools, students, and specialists in the field of valeological education

Learning to Teach in a Museum: Benefits of a Museum–University Partnership

ABSTRACT This article centers on the results of a two-year study of a museum–university partnership conducted with 81 secondary preservice student teachers enrolled in a large public university in the Midwestern United States. The focus is on preservice student teachers’ experiences working in a large urban museum which also houses a public middle school (grades 6–8), in partnership with the second largest urban district in the state. In this setting, preservice student teachers worked weekly with small groups of sixth-grade students in the museum as part of a required undergraduate content area literacy teacher education course. This study highlights ways this museum–university field experience served as an important clinical component for preservice student teacher learning. Working in a museum provided preservice student teachers with opportunities to experience and engage in teaching opportunities using integrated curriculum and inquiry-based teaching. Findings also showcase how this partnership provided preservice student teachers with learning opportunities, including studying and connecting concepts of storytelling related to the museum, recognizing the museum as a teacher, and learning from other museum personnel and educators.

Quantitative Modelling and Perspective Taking: Two Competencies of Decision Making for Sustainable Development

Land use change, natural resource use and climate change are challenging Sustainable Development issues (SDGs 13–15). Fostering the competencies to deal with such issues is one core task for current educational endeavors. Among these competencies, decision-making competencies are central. In detail, we investigate how learners evaluate alternative decision-making options to improve existing competence models. We exemplify our competence modelling approach using the designation of a Marine Protected Area. The cross-sectional sample consists of secondary school students and student teachers (N = 760). Partial Credit modelling shows that quantitative modelling of decision-making options is a different competence dimension than perspective taking if contextualized for Sustainable Development. In quantitative modelling, mathematical modelling is used to evaluate and reflect on decision-making options. Perspective taking covers the ability to consider different normative perspectives on Sustainable Development issues. Both dimensions show plausible (latent) correlations with related constructs within the nomological net, i.e., with qualitative arguing, economic literacy, mathematical competencies, reading competencies and analytical problem solving. Furthermore, person-abilities increase with level of education for both dimensions. The identified competence dimensions quantitative modelling and perspective taking were successfully modelled and shown to be distinct; the resulting measuring instrument is reliable and valid.

Разработка и создание Атласа Пермского края учебного назначения

The designed program of integrated geographical atlas of the Perm Territory for educational purposes has been developed for universities. It is a handbook where the aims and objectives, spheres of application, structure and content, organizational issues are defined. According to the given program the atlas “Geography of the Perm Territory” has been created by the professors and students of the Department of Cartography and Geoinformatics of Perm State National Research University (PSNRU). The inner unity of the atlas as a system is provided by the unified projection, a set of scales, unified principles of cartographic generalization, consensual system of legend and a unified design. The modern techniques and methods of geoinformation mapping were applied while creating the atlas. The designed atlas has 108 maps, made in ArcGIS10.4.1. The introduction of the atlas includes geoinfographics about geographical position of the region, satellite images, and up-to-date maps administrative and territorial division and a physical map. In the first chapter of the atlas “Physical Geography” the natural conditions of the region are characterized by a series of 72 theme maps. This chapter contains nine sub-sections: Geological structure; Relief; Climate; Surface water; Soil; Vegetation; Wildlife; Landscapes; Adverse natural processes and phenomena. In the second chapter of the atlas “Social-economic geography” the social and economic conditions of the Perm Territory are characterized by a series of 36 theme maps. This chapter contains three sub-sections: Population; Social infrastructure; Economy. The maps in the atlas are followed by additional information, designed by the modern methods of geoinfographics and infographics. All maps in the atlas are harmonized and are complimentary to each other. The complexity of the atlas is defined by the circle of its users: the professors and teachers of high and secondary schools, students and pupils, specialists in geography and connected sciences, state agencies and all people who are interested in geography and local studies.

Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research

The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in particular. This is particularly true when conventional pesticide use is contrasted with current chemistry research efforts to develop alternatives based on the ideas of green chemistry. This paper discusses the potential relevance of pesticides for chemistry education in connection with education for sustainable development. It gives a brief outlook on pesticides in science teaching and connects the topic to socio-scientific issue-based chemistry education. A case study which developed a lesson plan for secondary school students is presented here. It defines pesticides, before focusing on the development of green pesticides as potential alternatives to current products. The lesson is focusing learning about chemistry rather than learning of chemistry in the means that the lesson introduces quite young chemistry learners (age range 15–17) to ideas of green and sustainable chemistry and how green alternatives in chemistry can be assessed and compared to traditional alternatives. Video vignettes of a scientist are used to introduce the topic to students. Finally, both glyphosate as a conventional, industrial pesticide and orange oil as an example of a green pesticide are compared using spider chart diagrams. The lesson plan was cyclically designed by a group of ten chemistry teachers using participatory action research. It was piloted with the help of secondary school chemistry student teachers and then tested in five German secondary school classes (grades 10/11). The use of the spider charts was regarded as especially helpful by the learners, most of whom felt that they had been able to understand the controversy surrounding pesticides.

Action Research: Co-Creation of Rubrics with Secondary Social Studies Student Teachers: Building a Rationale to Teach Social Studies through Self-Regulation

Action Research: Co-Creation of Rubrics with Secondary Social Studies Student Teachers: Building a Rationale to Teach Social Studies through Self-Regulation