Attitudes Of Student Teachers Research Articles

Attitudes toward Inclusive Education from a Network Perspective

The present study showcases attitudes toward inclusive education in a new light. It contributes to the ongoing debate regarding the extent of inclusive education and highlights the importance of teachers in a process toward inclusion. Based on a framework that involves the reciprocal relation between models of disability, learning theory, and placement of persons with disabilities, attitudes of student teachers and psychology students from a German university are analyzed and mapped through the application of a network approach. This facilitates visualization and categorization based on their statistical relation. An online questionnaire consisting of established and newly developed scales was answered by (n=) 132 student teachers and (n=) 59 psychology students, resulting in n = 191 participants. The study was publicly promoted, and participants were offered study credentials. Using a Spinglass algorithm to analyze the data, we detected two distinct communities in the network: an Exclusion Community and an Inclusion Community. These are supported by further variables (Empathy, Contact, Authoritarianism, and Social Darwinism). The findings demonstrate an especially firm Exclusion Community, whereas inclusive attitudes appear to be varied.

Attitude of Student Teachers Towards Science and their Personality

This paper reports on attitude towards science and personality of student teachers. The sample consists of 1080 student teachers of Madurai revenue district. A scale on attitude towards science was used to get the data from the student. Percentage analysis, ‘t’ test, ‘f’ test and Pearson- product moment correlation were used for analyzing the data. The result shows that there is a positive correlation between attitude towards science and personality of student teachers.

Job satisfaction amongst special education teachers

Introduction. The level of job satisfaction and attitudes of special education teachers towards working with children with disabilities significantly impact the attitudes of trained student teachers. Positive and satisfied special education teachers serve as role models, inspiring and influencing student teachers in a positive way. On the other hand, if special education teachers are dissatisfied or hold negative attitudes, it can discourage student teachers from pursuing a career in special education. Therefore, promoting job satisfaction and positive attitudes among special education teachers is crucial for fostering a supportive environment that encourages student teachers to embrace the challenges and rewards of working with children with disabilities. Aim. The present study aimed to measure the level of job satisfaction of special education teachers, their attitudes towards working with children with disabilities, and its effect on trained student teachers’ attitudes. Methodology and research methods. The authors developed a questionnaire to measure the level of job satisfaction, and a scale to measure the attitudes towards working with children with disabilities in the sample, validity and reliability were verified. The study sample consisted of 71 special education teachers and 71 teacher students who “receive their training with special education teachers”. The degree to which student teachers’ attitudes are affected by teachers’ satisfaction and their attitudes towards working with children with disabilities was determined using multiple linear regression analysis. Results. The means and standard deviations were extracted to analyse the results of the study, which appeared at an average level of performance on the “attitudes” scale, as the averages ranged from 2.49 to 4.20 and with arithmetic mean as a whole 3.49. Stepwise regression method adopted in the study introduced predicted variables into the regression equation stepwise, resulting in two statistically significant predictive models at the significance level α ≤ 0.05. The first model, involving teacher job satisfaction and student teacher attitudes towards working with children with disabilities, explained 7% of the total variance. The second model, which also considered teachers’ attitudes, explained a substantially larger portion of the variance, accounting for 64% of the total explained variance of the predictive model for student teachers’ attitudes towards working with children with disabilities. Scientific novelty. The findings highlight the significant influence of teacher job satisfaction and attitudes on student teachers’ attitudes. The study contributes to understanding of the factors shaping student teachers’ perspectives and underscores the importance of promoting job satisfaction and positive attitudes among special education teachers to foster a supportive learning environment. Practical significance of this study is that it provides valuable insights for the field of special education and teacher training. By examining the job satisfaction and attitudes of special education teachers towards working with children with disabilities and their impact on student teachers, the study informs educational practices and policies. Promoting job satisfaction and positive attitudes among special education teachers is crucial for creating a supportive environment and enhancing teacher training programmes. This knowledge can guide the development of strategies to improve the preparation of future educators and enhance the quality of special education services for children with disabilities. Overall, the study findings contribute to the field and have practical implications for improving educational experiences and outcomes.

The Survey of the Use of Video cases in the Pre-service Teacher Education in China

Traditional teacher education overemphasizes know-what and know-about attributes of theories. There is always a disjuncture between theories and practicalities in teaching education. Video case is an effective tool for teacher education to bridge theory and practice. Video cases provide pre-service teachers with early scaffolding for pedagogical preparation in respect of understanding of curriculum, teaching skills, students, and pedagogical uses of course content. This research addressed the importance of video cases and the way of using it in teacher education through combing through literature review and investigated the attitudes of student teachers towards the use of video cases in pre-service teacher education in China. It is found that 37.5% of the respondents claimed that the lack of video cases is the biggest barrier in the development of teaching competence. And the lack of practice (84.4%) and the lack of guidance from the experts (50%) are comparatively more serious than the lack of video cases. Based on the student teachers’ problems and suggestions, a new teacher training model－two cycle video-case based lesson study is proposed to connect theory with practice in the present research. Video-case based lesson study allows the practice to prepare student teachers to become confident and competent novice teachers in the future.

Attitude of Educationalists on Implications of Value-Void Education in Creating Tunneled Individuals: A Case Study of Elizabeth Holmes and Annie Dookhan

Value-oriented education has been an integral facet of education. The need for value education stems from the social malaise in the society and education, being purposeful in making students responsible citizens, must address such deficiencies in values. This study aims to understand the attitude of student teachers and in-service teachers’ towards current education and its value systems and seeks their stand on requiring value-oriented education as they are the major stake holders of direct classroom education experience other than students. The case study of Elizabeth Holmes and Annie Dookhan was used to assess how academically strong individuals end up straying into fraudulent ways. The study was administered using an electronic questionnaire, the frequency range was established using SPSS and indexed to percentage values. The data shed light on the attitude of student teachers and in-service teachers feeling that current education fails to inculcate values and suggested some methods of reform in the value systems of current education.

A Study of the Condition of Morality and Ethics as a Teacher in the 21st Century and the Public Mind of Student Teachers

The purpose of this survey research was to learn more about public attitudes of student teachers as well as the morals and ethics of instructors in the twenty-first century. There is 160 second-year students in the population and 115 of them make up the sample group. The method involves looking at morality, twenty-first-century teaching ethics, and public opinion. Questionnaires that were examined by frequency distribution, percentage, and mean ( ) were the instruments utilized to gather the data, as well as and standard deviation (S.D.). The results of a study on the condition of morality and ethics of teachers in the 21st century and the public mind of student teachers from the questionnaire, it was found that the basic information of the respondents when classified by gender, in this regard 36.52% were males, and 63.48% were females. In this regard, 56.53% were in English, and 43.47% were in early childhood education. As for the experience of self-improvement in moral, ethical and public mind development, 17.40 percent of students had participated in the activities, and 82.60 percent had never participated. It was found that the student-teacher's morality and ethics of being a teacher in the 21st century and the overall public mind of student teachers were at a moderate level ( = 3.40, S.D =. 0.75).

INCORPORATING EXTENSIVE READING INTO THE CURRICULUM OF ENGLISH TEACHER EDUCATION

It is believed that teachers have a significant role in helping students improve their reading performance. Hence, it is crucial to develop a good reading attitude of student teachers because they will become teachers in the future. The teacher education program should prepare student teachers as role model readers. Therefore, the curriculum needs to ensure that the courses help the student teachers build their reading habits. One recommended way to improve reading performance is through extensive reading. This study employed descriptive qualitative research to know how extensive reading is implemented in the English teacher education curriculum and how student teachers view the extensive reading practice. The data resources were from the syllabus, the reflection journals, and the interviews. The study revealed that an extensive reading program could be introduced by integrating it into an existing EFL reading course. Although the English language proficiency did not improve significantly, the student teachers got their reading interest improved and learned new pedagogical skills from extensive reading sessions. It can be concluded that extensive reading can be incorporated into the existing EFL curriculum. However, for more beneficial implications for EFL student teachers, pure extensive reading is highly recommended

Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process.
 Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context.
 Methods. The quantitative method was applied involving 303 pre-service teachers of English department at a state university in Jambi, Indonesia. A questionnaire was employed to collect the data and Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses developed in fulfilling the study objectives. Technology Acceptance Model (TAM) was used to examine the attitudes of student teachers toward the use of ICT for English language learning.
 Results. Findings suggested that the determinants of the technology acceptance model are the major factors influencing the usage of ICT. In addition, the effect of equipment, motivation, and ICT skills towards the use of ICT had been mediated by three main variables of TAM, namely perceived ease of use, perceived usefulness, and attitudes. Furthermore, it was found that the motivation, ICT skills and attitudes factors affect the actual use of ICT for English learning while the equipment factor does not.
 Implications. The results of this study are beneficial for students and teachers both in schools and universities. For students, they need to equip themselves with ICT literacy, ICT skills, motivation, and positive attitudes towards the use of ICT in English learning activities. Teachers should also equip themselves with ICT skills so that they can provide learning experiences according to the needs of students in today's digital age.

RECEIVING TRAINING TO TEACH THE 'PROHIBITED LANGUAGE: THE ATTITUDE OF STUDENT TEACHERS MAJORING IN A GHANAIAN LANGUAGE (AKAN) IN THE COLLEGES OF EDUCATION IN GHANA

Lecturers, teachers, and students often consider students majoring in indigenous languages in Ghana as academically weak. However, some students still pursue it as a major in the Colleges of Education in Ghana. The present study investigates the attitude of student teachers majoring in an indigenous language Akan in the Colleges of Education in Ghana. To do so, three colleges, namely, St. Joseph's College of Education, Abetifi Presbyterian College of Education, and Fosu College of Education, were purposefully selected. A total of 212 students comprising 101 males and 111 females were recruited for the study. The data were quantitatively analyzed. The results showed that most participants have a positive attitude toward the study of Akan in general at the College of Education level. Similarly, student teachers' attitude toward majoring in Akan was positive since the overwhelming majority are not perturbed by the stigma associated with studying the Akan language in general. Finally, although a slight majority believed that they would allow their loved ones to pursue Akan in the future, other responses indicated participants had diverse opinions. This attitude will go a long way to change the negative perceptions others have about the study of indigenous languages in Ghana.

I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

A study on the effect of instructors’ communication skills on the professional attitudes and self-efficacy of student teachers

ABSTRACT The aim of the study was to determine the impact of the communication skills of instructors working in universities on both the self-efficacy beliefs and the attitudes towards the teaching profession of student teachers. Moreover, the aim was to expose the mediation relationships between the variables in cases where the communication skills of the instructors were independent variables. In this study, SPSS 22 and LISREL 8.80 programs were used and data were analysed using Structural Equation Modelling (SEM). As a result of the analysis, it was found that the communication skills of the instructors affected the attitudes of student teachers towards teaching profession and their self-efficacy beliefs regarding the teaching profession. In addition, it was found that the attitudes of the student teachers towards the teaching profession had a complete mediation effect on the relationship between the communication skills of the instructors and the self-efficacy beliefs of the student teachers.

Avoiders and Embracers: Attitudes towards L1 Use by Indonesian EFL Student Teachers

This study compares the attitudes of Indonesian student teachers to the use of Bahasa Indonesia (BI) in primary and secondary school English classrooms to that of the instructors in their teacher training programmes. It also examines the metacognitive orientations the student teachers have towards its use in their future teaching. Questionnaire responses by student teachers finishing their final-year practicum (N=75) from seven university programmes showed two distinct attitude sets toward BI use. Approximately 40% were ‘Avoiders’ who intended to use BI never or only occasionally, while another 20% were ‘Embracers’ who intended to use it regularly or often. There was a demonstrable relationship between the intended use and the practice and attitudes of the instructors the students had in the teacher training programme. Avoiders were more likely to have programme teachers who avoided BI use, while Embracers were the opposite. The student teachers also displayed a strong sense of agency in approaching future BI use. Although more explicit attention to the topic in the teacher training curriculum was welcomed, the majority also felt confident they could deal on their own with the challenges presented by future BI use. Potential effects on responses of practicum class size and school level were examined, but neither was significant. An important finding from the study for teacher training programmes is the effect, intentional or incidental, that teacher educator behaviour may play in shaping student teacher attitudes.

ON DEVELOPING MATERIALS FOR CLIL

Content and language integrated learning (CLIL) is not an unknown term. In Slovakia, many schools communicate they apply CLIL methodology; however, there are numerous studies that are sceptical about CLIL application. The most significant problem defined by CLIL teachers is the lack of appropriate materials that follow dual aims. Based on this feedback the development of CLIL materials became a part of pre-service teachers’ methodology courses. The present study aimed to explore the attitudes of the pre-service teachers towards the possible application of the content and language integrated learning in their teaching. Questionnaires and pre-service teachers’ portfolios provided data from 63 participants. The study also presents the results of discussions on the problems faced by students, the attitudes of student teachers towards material evaluation and development, planning CLIL lessons and the analysis of the questionnaire focussing on students’ attitudes towards CLIL application. Data suggest that even though pre-service teachers are positive about CLIL application and are interested in doing CLIL lessons they do not feel confident especially in evaluating the outcomes of CLIL lessons and creating materials for CLIL lessons. Finally, the author summarises the pedagogical implications to pre-service teachers study programmes as well as recommendations for teaching practice.

Predictors and mediators of European student teacher attitudes toward autism spectrum disorder

The world is rapidly changing, and within the context of teacher education, this generates questions regarding what student teachers will need in their future profession, and how teacher educators can provide this. Prevalence of Autism Spectrum Disorder (ASD) is also reported to be rising worldwide and is currently estimated to be 1 in 100 (Autism Europe, 2016). Student teachers are therefore likely to encounter pupils with ASD during their practical placements, and later as qualified professionals in institutions which increasingly follow the principle of‘inclusive education’. Thus, teacher education needs to prepare student teachers appropriately to enable them to teach children with ASD successfully in an inclusive classroom. Studies have shown that people express more negative attitudes toward ASD than some other disabilities (e.g. physical impairment or learning disabilities; Huskin, Reiser-Robbins,& Kwon,2018), which makes it crucial to understand how to facilitate positive attitudes toward ASD in particular. However, there is a dearth of research on student teachers’ attitudes toward ASD (Barned, Flanagan Knapp,& Neuharth-Pritchett,2011). Previous research, such as that undertaken by Caplan,Feldman, Eisenhower, and Blacher (2016) also found that teacher attitudes are important factors in determining whether teachers include pupils with ASD. Such studies were therefore considered supportive of the purpose for this research study.

Stimulating teachers’ inquiring attitude in academic and professional teacher education programmes

ABSTRACT This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme.

Student teachers’ attitudes towards cooperative learning in inclusive education

Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive education. This study examined the attitudes of student teachers towards the use of cooperative learning in inclusive education as well as correlating variables. In addition, potential differences between future teachers’ attitudes towards the use of cooperative learning methods in inclusive classrooms were investigated according to the teaching programme they were enrolled in and the students’ type of impairment. In two consecutive studies, we collected data from a total of 544 student teachers. Analyses revealed relationships between student teachers’ knowledge, self-efficacy, attitudes, and subjective norms regarding the use of cooperative learning in inclusive education. Results also showed differences in attitudes towards the use of cooperative learning in inclusive education depending on the students’ type of impairment, with the least positive attitudes held towards students with impaired social-emotional development.

Attitudes of Student Teachers at the University of Petra toward Teaching Profession and Its Relation to Their Teaching Competences Observed during Practical Training

This study aimed at exploring the attitudes of the student teachers at the University of Petra toward teaching Profession, and its relation to their teaching Competences observed during practical training. In order to meet this objective, the study sample contained 35 female student teachers. The sample was split into two groups: 23 participants specialize in class teacher, and 12 participants specializing in child education. The researcher used the attitudes measure towards the teaching Profession and a notebook to write the observed teaching Competences. The study concluded the existence of a positive attitude toward the profession prior to and post of field training, in spite of a decrease in the attitude level after training. Also, the study showed the existence of a statistical indicative difference between the attitude average of the participants toward the teaching profession attributed to the difference in their specialties. The study results were in favor of the students specializing in the class teacher. Additionally, the study has showed that the level of teaching Competences of the female student teachers was high, and there is no statistical indicative difference between the teaching Competences of female student teachers as viewed by the advisors of field training based on specialty. Finally, the study does not indicate any relation between their attitude toward the teaching profession and teaching Competences during the practical training.

Inclusion in physical education: Perceptions of Irish and Swiss student teachers following participation in a European exchange programme

This study focused on inclusion in physical education (PE) and investigated, using the theory of planned behaviour, how a teacher education exchange programme across two European countries: (i) influenced the attitudes of student teachers (ST) towards inclusion; (ii) critically challenged the subjective norm; and (iii) impacted on the confidence of STs towards inclusive practice in PE lessons. The methodology used was qualitative (n=6) and included focus group interviews and reflective reports. Four themes emerged from a thematic analysis of the data: (i) understandings of inclusion in mainstream PE; (ii) learned methods of including children with special educational needs (SEN) in mainstream PE; (iii) perceived barriers to inclusive practice; and (iv) the important role of professionals in inclusion. Teaching education universities should be mindful of the expectations and practices with regards to inclusion within their respective countries and provide opportunities for STs to critically question subjective and behavioural norms. A cultural exchange is recommended as a proposed teaching methodology at teacher education based on the findings of this study. The opportunity to compare inclusive practice in two different countries brought the subjective norm into consciousness for participants in this study and facilitated critical questioning of this norm. Findings highlight the benefits to including intercultural opportunities into teacher education specifically for PE teachers.

تأثير التربية العملية في خفض قلق التدريس وتحسين الاتجاه نحو مهنة التدريس لدى عينة من طلبة كلية التربية جامعة المنيا

هدفت الدراسة الحالية إلى معرفة تأثير التربية العملية في خفض قلق التدريس وتحسين الاتجاه نحو مهنة التدريس لدى عينة من طلبة کلية التربية، جامعة المنيا بمصر. وتم استخدام مقياس الاتجاه نحو مهنة التدريس إعداد الباحث الحالي، ومقياس قلق التدريس اعداد (عبد الرحيم، وکمال، 1995)، واستبيان تقييم آداء طلبة التربية العملية المستخدم في کلية التربية جامعة المنيا. وتکونت عينة تقنين الأدوات من (227) طالب وطالبة بالفرقة الثالثة والرابعة بکلية التربية، أما عينة الدراسة الأساسية فتکونت من (135) طالب وطالبة بذات الفرقتين. وأسفرت نتائج الدراسة عن وجود فرق دال احصائيا بين القياس القبلي والقياس البعدي في قلق التدريس لصالح القياس القبلي، مما يعني جدوى التدريب في التربية العملية وفعاليته في خفض معدل قلق التدريس لدى طلبة العينة، ولکن حجم التأثير کان ضعيفا (0.08)، کما أوضحت النتائج عدم وجود فروق دالة احصائيا بين القياس القبلي والبعدي للاتجاه نحو مهنة التدريس، مما يشير إلى عدم فعالية التربية العملية في تحسين الاتجاهات الايجابية لدى أفراد العينة نحو مهنة التدريس، وعدم وجود فروق دالة احصائيا بين مجموعات قلق التدريس الثلاث المنخفض والمتوسط والمرتفع في درجات التربية العملية في التطبيق الأول والتطبيق الثاني، وعدم وجود فروق دالة احصائيا بين مجموعات الاتجاه نحو المهنة الثلاث (المنخفض والمتوسط والمرتفع) في درجات التربية العملية في التطبيق الأول والتطبيق الثاني. The present study aimed at investigating the effect of teaching practice in reducing teaching anxiety level and improving attitude towards teaching profession in a sample of students in college of Education, MiniaUniversity. Attitude towards teaching profession scale, teaching anxiety scale and Teaching practice assessment questionnaire were used to collect data. The pilot sample consisted of 227 (100 males, 127 females) while the main sample included 135 students. Results indicated statistically significant difference was found between mean scores of pre. & post anxiety scale favoring the pre. test with too low effect size 0.08, while no statistically significant difference was found between mean scores of pre. & post professional attitude scale. This result refers to the ineffectiveness of teaching practice experiences in improving professional attitudes of student teachers. Results also showed no significant differences among the 3 groups of anxiety (low, moderate, high) in scores of teaching practice and no significant differences among the 3 groups of attitude (low, moderate, high) in scores of teaching practice in the two assessments.

Attitude of Student Teachers towards Constructivist Approach in Teaching

<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization. This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>