Strategies Of Pre-service Teachers Research Articles

The effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches

The aim of the study is to explain the effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches. The study used a case study design. The sample consisted of 26 pre-service biology teachers. The Study Process Questionnaire developed by Biggs was used to determine the learning approaches of pre-service teachers. Data were collected through interviews and portfolios. The data obtained were analyzed by descriptive analysis method. Through the use of portfolios, it was found that pre-service teachers improved in questioning what they learned, using time and finding solutions. It was also found that critical thinking skills of pre-service teachers with surface learning approach were at a lower level. It was determined that pre-service teachers with strategic and deep learning approaches differed from pre-service teachers with surface learning approach in terms of establishing relationships between the subjects they learned. The skills of finding a solution to the problem encountered, which is one of the critical thinking skills of pre-service teachers with deep and strategic learning approach, was developed through the portfolio. It is recommended that teachers should develop instructions and activities suitable for each learning approach by considering learning approaches in developing critical thinking.

Language Learning Styles And Strategies Of Preservice Teachers Its Relationship To Their Learning Engagement During Covid-19 Pandemic

Language Learning Styles And Strategies Of Preservice Teachers Its Relationship To Their Learning Engagement During Covid-19 Pandemic

Development and Application of Programming Education Model Based on Visual Thinking Strategy for Pre-service Teachers

In the software-oriented society, the importance of computational thinking for problem solving is increasing day by day. In particular, programming is a good way to improve this kind of computational thinking, and beginners are having difficulties in creating and programming procedures for problem solving. In this study, we developed a Thinking-Revise-Encoding-Evaluating (TREE) model based on a visual thinking strategy for pre-service teachers and applied a 15-week curriculum. The results of the study showed that pre-service teachers' SW education perception, block programming ability, computational thinking, and satisfaction were significant.

Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four-year program and those in a one-year program

Survey-based research was conducted with Australian pre-service teachers to identify the classroom management strategies that they would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections. The pre-service teachers were selective in the type of corrective strategies they would employ, with a preference for relatively less intrusive reactive strategies. All of the pre-service teachers here found rewards and preventative strategies to be the most effective. The only significant differences found between the four-year trained and one-year trained pre-service teachers were around preventative strategies. Specifically, four-year trained pre-service teachers employ preventative strategies significantly more often than pre-service teachers in the one-year teaching course. Similarly, four-year trained pre-service teachers are significantly more confident in using preventative strategies than those in the one-year course. The implications of the results for teacher education programs are considered.

Pre-service mathematics teachers become full participants in inquiry investigations

Research is described concerning the effectiveness of inquiry-based laboratory environments created in US mathematics/science education programme courses. Laboratory projects were conducted using a framework that allowed pre-service teachers to explore, analyse, and communicate ‘investigable’ realms of physical phenomena. Goals were for pre-service teachers to experience the value of learning in an inquiry-enhanced environment and to engage in contextualized mathematics so they would utilize this instruction in their future classrooms. It is proposed that inquiry-based laboratories are needed within the mathematics classroom in order to allow students the opportunity to contextualize, to connect to other disciplines, and to experience mathematical concepts. Pre-service teachers were expected to pursue conjectures, collect data, think critically, and communicate findings. This qualitative research shows how the use of inquiry can complement the learning of mathematical content and educational strategies for pre-service teachers. Results provide detailed information for teacher educators regarding instructional design of contextualized mathematical inquiry.

Engaging Preservice Teachers in Hypermedia Authoring: Process and Outcomes

This article presents the methods and outcomes of a semester-long course in hypermedia authoring and instructional strategies for preservice teachers. Participants were required to learn a hypermedia authoring program and work in cooperative learning groups to produce a hypermedia software product for use with children with special needs. Data were collected from process logs; semi-structured, open-ended interviews; questionnaires; and pretest and posttest measures of computer anxiety. During the development of their projects, participants spent nearly an equal amount of time planning their software as they did in the mechanics of producing the software. Posttest findings revealed that participants showed a decrease in computer anxiety through their involvement in the course, and the lowest levels of anxiety were associated with graduate rank and prior teaching experience. Following the course, participants expressed confidence in their abilities to author hypermedia software and an interest in future involvement in hypermedia authoring as teachers.

Hypertext and the Study Strategies of Preservice Teachers: Issues in Instructional Hypertext Design

It is a methodological challenge to study students' review of their lecture notes. First, the quality of their notes may vary considerably. Second, students review their notes with little monitoring or feedback. A hypertext program monitored the lecture note review strategies of individuals and dyads following two lectures about tests and measurements. It noted which concepts students sought at what level of detail, which content themes they favored, and which relationships among topics they pursued. Dyads' strategies were more comprehensive than the individuals' and were more directed at extracting elaborative and hierarchically structured information. The study replicated earlier findings that students did not learn well from lectures. This study also demonstrated how computers may aid in data collection in educational settings.