Perspectives Of Student Teachers Research Articles

Multidimensional Approaches for Reforming Sports Programs Participation in Teachers Colleges: A Student Teacher Perspective

Research indicates the diversity of benefits associated with student teachers’ participation in sports. Nevertheless, it has yet to be determined which sports and sports programs are frequently participated in and are more impactful. This study provides insights into student teachers’ perceptions toward participation, involvement in, and importance of sports. Data were collected in four teachers colleges in Tanzania by triangulating the data using surveys and interviews with 393 participants. Findings show that the majority participated in football, netball, and basketball while they participated less in gymnastics, swimming, and tennis. Competition sports programs, training, and coaching sports programs were the most frequently participated programs. However, screening programs for sports talent recognition and recreational sports programs were less participated. The data reveal significant differences in perceptions toward involvement in planning and assessing sports programs between the two gender groups (p < 0.05). It also showed insignificant differences in perceptions toward involvement in designing and setting sports programs between males and females (p > 0.05). Correspondingly, the data reveal insignificant differences between males and females in perceptions of the importance of sports programs (p > 0.05). However, there are challenges to participating in sports. The college administrators and sports stakeholders need to set more strategies to outspread the accessibility of sports programs. Not limited, but the possible strategies include appropriate deployment of resources, preparing different forums to support sports programs, requesting support from sponsors and other sports stakeholders and being more creative in organizing different sports programs.

The Degree of Availability of Social Values Representing the Relational Dimension of Social Capital from the Perspectives of Student Teachers at Kuwait University

This research aimed to identify the degree to which social values representing the relational dimension of social capital are available from the perspectives of student teachers at Kuwait University, and their relationship to some variables. The researchers designed an instrument that consisted of twenty items reflecting five social values representing the relational dimension and administered it to 268 student teachers enrolled in the academic year (2021/2022) using an electronic link. The results showed (1) the availability of social values was moderate, with the value of respect ranking first, followed by the value of trust, belonging, commitment, and lastly, acceptance; (2) Males and females differed in estimating the degree to which these social values are available, with males scoring higher; and (3) A positive correlation emerged between both the academic GPA and the degree of availability of social values, while no relationship was observed between the economic status of the student's families and the degree to which the social values are available. Findings were discussed considering the social and cultural context of both Kuwait and Kuwait University. Recommendations included: educate students on the ethics of dealing with colleagues, promote the culture of volunteerism, and encourage faculty members to implement collaborative learning. Keywords: Social capital, relational dimension, student teachers, social values

Preschool Teacher Competence from the Perspective of Early Childhood Education and Care Student Teacher

The goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers’ competence and to explore dimensions of preschool teachers’ competence from the students’ perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191 participants, student teachers that were at the moment of the research at the end of their master’s ECEC program. Answers were collected via online questionnaire. The collected results suggest a conclusion that preschool teachers at the end of their ECEC study program are centred towards their performance, or the aspect of “what we do” in everyday work. They focus on the child and the child’s environment (both physical and social). On the other hand, they are less involved and prepared for acting at the level of the education system and contribution to the improvement of educational theory and policy. They perceive four dimensions of preschool teachers’ competence: theory, practices, beliefs and learning environment and relationships. Keywords: early childhood education and care, learning environment and relationships, preschool teacher competence, student teacher perspective

Could Android Learning Media Based on Visual Representation Improve Students’ Representation Abilities? : Reconsidered from a Student Teacher Perspective

This study aims to describe visual representation-based android learning media to improve students' representation abilities based on the views of teachers and students. This research involved 39 science teachers and 181 junior high school students in Lampung province. The method used in this study is a mixed method with an explanatory sequential design in order to obtain quantitative and qualitative data through questionnaires and interviews. The results of the study show that teachers and students have a positive perception of the development of visual representation-based android learning media. This study found the fact that there were several factors that caused teachers not to pay attention to students' representation abilities. The teacher believes that the use of learning media can train students' representation abilities and have an impact on increasing student representation abilities.

Finding Moral Value through Maintaining a Working Class ‘Mentality’: Student Teachers from Working Class Backgrounds (Not) Becoming Middle Class

This article examines the perspectives of student teachers from working class backgrounds about not becoming middle class. Little attention has been paid to conceptualisations of social class in teaching. In the context of drives internationally to diversify teaching populations, research is needed about the experiences of student teachers from working class backgrounds in their upwardly mobile trajectories. This article draws on a constructivist grounded theory study about the social class identities of 21 student teachers from working class backgrounds as part of a wider teacher diversity project in Ireland. Distinguishing between class ‘mentality’ and materiality, participants emphasised that one could not change class completely, rejected the middle classness of a teacher’s social status and positioned working class ‘mentality’ as morally superior. Those from working class backgrounds do not simply relinquish aspects of their identity through upward social mobility, suggesting that habitus may not always be divided upon traversing class boundaries.

An Investigation into the Benefits and Challenges of International Student Exchange Programs: Perspectives from Student Teachers

This study explores the perspectives of student teachers from Can Tho University, Vietnam, on the benefits and challenges of engaging in student exchange programs. Utilizing a quantitative research approach, data was collected through a survey instrument consisting of multiple-choice and Likert-scale questions. The survey examined student teachers' perceptions of various advantages, including access to new knowledge, enhanced teaching skills, and valuable support from foreign partners and mentors. Additionally, it investigated challenges related to language differences, cultural norms, and time management. The findings shed light on the experiences of student teachers in exchange programs and reveal that one of the most significant reasons for their participation was the desire to expand their international networks and foster meaningful connections with students from other countries. These insights provide valuable guidance for educational institutions in developing effective strategies and support systems to optimize the participation and satisfaction of student teachers in these programs.

Exploring the Impact of Integrating the Nursery Teacher Certificate on Student Teachers’ Teaching Competences in Teacher Education in Shaanxi, China

This quantitative study investigates the impact of integrating the Nursery Teacher Certificate into teacher education in Chinese vocational and technical colleges, specifically focusing on the perspectives of student teachers majoring in Early Childhood Care Education. The study aims to assess the influence of integrating the Nursery Teacher Certificate into nursery teacher education on the teaching competences of student teachers. A sample of 95 respondents, enrolled in the Early Childhood Care Education program across five vocational and technical colleges in Shaanxi, China, participated in the study. The findings reveal that integrating the Nursery Teacher Certificate has a positive impact on student teachers’ knowledge, skills, and attitudes, enhancing their practical teaching competence. However, the certificate program neglects the cultivation of classroom management skills in the teacher education, highlighting the need for a more comprehensive approach to address this gap. These findings have implications for the revision of certificate curricula to incorporate explicit training in classroom management and emphasize the importance of nurturing well-rounded teaching competences. By addressing this discrepancy, teacher education programs can better prepare future nursery teacher educators for the challenges they may face in their teaching careers.

Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments

ABSTRACT Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to respond to the needs of increasingly diverse groups of learners. While inclusive pedagogy offers a possible solution to the problem, there is still much to be learned about how to prepare and support teachers for inclusion. This study investigates the perspectives of student teachers in enacting an inclusive pedagogy in high poverty school settings. It considers the professional knowledge and skills the student teachers focus on during their initial teacher education. The paper draws on qualitative data from student teachers enrolled on a one-year Professional Graduate Diploma in Education (PGDE) in Scotland. The findings highlight the importance of student teachers: (i) developing professional knowledge for connecting to the lives and experiences of children and young people, and (ii) developing professional and interpersonal skills for inclusion. Implications for initial teacher education are discussed.

Negotiating coherence through meeting spaces in practicum

Teacher education takes place in two distinct cultures: schools and higher education institutions. The differences between these cultures make interaction between them challenging and often described as disconnected. There is a call for coherence. This interview study explores how meeting spaces during practicum can enhance coherence between university coursework and fieldwork in teacher education seen from the perspectives of student teachers, school-based and university-based teacher educators in Norwegian secondary school teacher education. The findings suggest that creating coherence requires meeting spaces that encourage student teachers’ reflection and are characterised by mutual respect where various perspectives can complement and challenge each other.

Instructional Language Dichotomy on Foundation Phase Learning: A Case of University Student Teachers

For proficiency in language learning, the prescribed medium of instruction for Foundation Phase (FP) learning becomes a prerequisite, as demarcated by South African policy on language learning. Nevertheless, student teachers while embarking on Teaching Practise (TP) find comfort at infusing the English medium when interacting with learners. In contradiction, English language learning is compromised as most subjects underpinning the FP curriculum are offered in home languages. This paradox of mixed opinions on policy, student teacher perspective hence their medium of learning is English language for all courses offered at university level, together with the situation where students are expected to consider FP curriculum offering, really causes some inconsistency, leading to compromised English language proficiency as both student teachers and learners infuse IsiXhosa to a greater extent during the entire process. This paper therefore seeks to investigate whether home language teaching has any substantial influence towards enhancing English language as one of the subjects underpinning FP curriculum. A qualitative approach embedded in a case study design was administered on two purposefully identified university teachers as pioneers expected to conduct assessment during practise teaching. To collect data, semi structured interviews were conducted to understand better the underlying factors caused by instructional language contradiction in-between student teachers and learners. It emerged as major findings that (i) conflicting media of instruction (in university and in schools), (ii) home language dominance, and (iii) policy imperatives were challenging causes on the declining English proficiency in learners. This paper concludes and recommends that for sustained English language development, policies underpinning teaching and learning need to be re-defined as all subjects offered rely on efficient attainment of the language component, thereby leading to improved learner throughput rate.

The Reader and Reading Culture from the Perspective of Student Teachers

This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.

Experiencing “Paragliding”: A Student-Teacher Perspective on Doing Qualitative Research in a Chinese University

In this article, I (the first author) explore my qualitative research teaching for a cohort of Chinese students and their interactions in the classroom. These students reported experiencing feelings of paragliding from unsafe distrust to enjoyment through writings, drawings, questionings, feelings, reflections, and struggles. By graphic elicitation, I unfold a cartography of becoming a qualitative researcher and describe lines of becoming-events that entangle with rhizomatic relationships of self and language, self and other, and self and knowledge. The process of learning and teaching qualitative research involved multiple interactions, connections, reflections on the contingencies along the way, and searching for the meanings of life and research under the governance of audit culture. This paper contributes to qualitative research teaching and unpacks its impacts on learners, and it also calls for scholars, particularly those from China, to reassess the value of qualitative research in the academic field.

Perception of smartphone use as clicker in lectures: a student–teacher perspective

ABSTRACT The purpose of this study was to assess the impact, and students’ and teachers’ perceptions, of using smartphones as clickers during formal lectures. This was an observational study based on a qualitative analysis of semi-structured interviews. Forty French dental students received conventional lectures, and 40 additionally used the Socrative® digital tool to answer several questions during the session. Thematic analysis makes it possible to state that students were bored by, and unwilling to take part in, conventional lectures. The use of real-time, smartphone-based questions helped them to stay focused and share opinions with their classmates. Teachers also found the lecture livelier and the students more involved thanks to the immediate feedback. The results of this study imply that using smartphones as clickers may simplify the use of clickers, encourage students to participate and increase student–teacher interaction.

Student’s Online Learning Level during the Pandemic from the Perspective of Lecturers in a Teacher Training Institute

COVID-19 has been declared as a pandemic, an epidemic of a disease that spreads so widely across the world. Thus the Malaysian government has enforced the Movement Control Order (MCO) effective 18th March 2020 to curb the spread of the virus which includes the closure of all educational institutes. In order to ensure that all teaching and learning process (T&L) continue smoothly, the Teacher Education Institute or locally known as Institut Pendidikan Guru (IPG), has adopted the online T&L platforms to deliver lessons. This study was conducted to identify the IPG lecturers’ perspective of student teachers’ online learning level during the pandemic. It also explores the support required by the lecturers in implementing online T&L. This study used a quantitative approach which is supported by qualitative findings. The sample of the study were 806 IPG lecturers who were given questionnaires in the form of 5-point Likert Scale items and open ended questionnaires. The finding of the study indicated a high level of students' learning with mean scores exceeding 4.0 for all items where the highest mean was for the item ‘students attend online classes’ (mean=4.49, SD=0.77). The qualitative analysis of the open ended questions showed that IPG lecturers needed support in the form of internet access, guidance and training to utilise the online platforms for T&L, and technical and moral support to help increase students’ level learning. The results of the study implicate that both the lecturers and students need to strive harder to familiarise themselves with this new situation and to ensure that the online T&L runs smoothly and effectively

A Case Study on Teacher Educators’ Technology Professional Development based on Student Teachers’ Perspectives in Malawi

Student teachers’ perspectives on how their teacher educators act as exemplars of using technology appropriately (or fail to do so) could create a basis for teacher educators’ technology professional development (TPD). However, there is a dearth of research on student teachers’ input into teacher educators’ TPD, as research is dependent on self-reports of teacher educators’ own competencies. This study explored teacher educators’ TPD based on perspectives of student teachers. The study involved policy analysis, a survey, and interviews with student teachers in a university-based teacher education programme in Malawi. Findings indicate that student teachers have a stake in what it means to be a professional teacher educator in Malawi. The case study has also shown the contribution of student teachers’ perspectives in strengthening teacher educators’ TPD. The contribution includes clarifying the image of a technologically competent teacher educator and student teachers’ co-learning with teacher educators. The paper discusses scholarly and practical implications of these findings. For instance, it is suggested that teacher educators should make the co-learning process more explicit to the student teachers.

Teaching as a career choice: the motivations and expectations of students at one Scottish University

ABSTRACT The recruitment of quality students to teacher training programmes and entering the teaching profession is an important ongoing concern in many countries including the UK. This paper presents the results of a mixed methods study on the motivations for and perceptions of teaching as a career choice from the perspective of student teachers in Scotland. Results showed that most participants were positively attracted to the teaching profession, although there appeared to be a perceived mismatch between the demands of, and the returns to, teaching, which may be related to the presence of common myths and stereotypes related to teaching and propagated in the media that are not always grounded in objective reality.

The Supervisory Practices in a Special Education Department s Teaching Practice Programme: The Perspectives of Student Teachers

The Supervisory Practices in a Special Education Department s Teaching Practice Programme: The Perspectives of Student Teachers

School-university Partnerships in Teacher Education

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators

The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions

دراسة تقويمية للمعوّّوقات التي تواجه برامج التّّتربية العمليّّية لمعلم المجال في كلية التربية في جامعة بيت لحم ومقترحات لتطويرها من وجهة نظر الطلبة والمعلمين المرشدين

This study aimed to evaluate the obstacles facing the practicum program of subject area teacher at the Faculty of Education, Bethlehem University and to find ways for improvement from the perspective of student-teachers and school mentors. The study sample consisted of 92 mentors, 124 students in 2017/2018. A descriptive analytic approach was used based on two questionnaires. The results showed that the most problematic area for the senior students is related to the assessment tools and school visits and that second, third and fourth year students agreed with mentors that the most problematic area was “awareness of the importance and purpose of the practicum,” and the need for introducing students to learning resources. The findings also revealed that the most common obstacles relating to “initial school experience” was connected with the recognition of the duties of the principal, teacher, supervisor, and various school committees. Results also showed that students regarded the location of practicum schools and the cost of transportation as most problematic, while mentors considered overcrowding in classes, lack of cooperation, and the focus on certain schools to be most problematic. However, both mentors and students agreed about the need for varying mentors and schools and for considering the students' residence (in the choice of training school). Results also showed that there was a statistically significant difference only in the first hypothesis related to the mentors due to gender in favor of females, and in the fourth hypothesis related to the students in favor of the second year. There was no statistical difference regarding the second and third hypotheses relating to both mentors and students. Based on the findings, the study recommended developing the structure and materials of the practicum courses, and taking students' needs into consideration.