Students In Teacher Education Programs Research Articles

An Attribution Theory Lens on Plagiarism: Examining the Beliefs of Preservice Teachers

Academic misconduct is a prominent issue at postsecondary institutions. This issue includes the act of plagiarism, which has received considerable attention on campuses. There is a growing body of research examining why students engage in plagiarism, and what they know about plagiarism, but little of this research is guided by a theoretical framework. Although all students may be tempted to plagiarize, students in teacher education programs represent a unique population because they are concerned with developing their own academic performance alongside the skills necessary to manage situations of academic misconduct as future teachers. Therefore, our first aim was to examine preservice teachers’ beliefs about plagiarism. Then, following the principles of Attribution Theory, our second aim was to investigate how beliefs of controllability related to acts of plagiarism impacted participants views on responsibility, emotions, help giving, and reporting. We used a within-person repeated measures design with three levels of controllability manipulated through hypothetical scenarios of plagiarism to collect data from 201 preservice teachers. Overall, preservice teachers had strong beliefs about plagiarism. Moreover, when scenarios included students who engaged in plagiarism that was controllable, participants were more likely to view the student as responsible, feel anger towards them, support punishment, and recommend reporting the student, than when the act of plagiarism was not seen as controllable. We provide recommendations for instructors and administrators for supporting students and highlight limitations and directions for future research.

Technological Knowledge (TK) of Elementary School Teacher Education Program Students in Elementary Science Learning

Teaching is a component of the success of education. Technological knowledge (TK) or technological knowledge, which is one of the frameworks of technological pedagogical content knowledge (TPACK), is knowledge that students possess in order to be able to transmit or impart content to facilitate understanding for students. The aim of this study was to identify the kindergarten students of prospective primary school teachers in elementary science learning. This study uses a descriptive type of research with a quantitative approach. The research population are the students of the UKI Toraja Elementary School Teacher Education Class of 2019. While the research sample consists of students who have taken the courses Introduction to School Fields, Science Learning Development, and Computer Applications, there are no less than 72 respondents. The instrument used is an instrument developed from the research of Akyuz, Desstya, and Mishra, tested for validity and reliability and specially designed for the elementary school level. Data processing is done using the Microsoft Excel application, where the collected data is then searched for the average score per indicator and category. The results of the study showed that the average overall TK of the primary school teacher candidates in elementary science instruction was 7,3. From these results, it can be concluded that the kindergarten teacher candidates for primary school are classified as "high" in science lessons.

Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers

This research aimed to develop two scales measuring pre-service teachers’ task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies were conducted to investigate the psychometric properties of the scales with the sample of undergraduate students in teacher education programs. In the first study, exploratory factor analysis for both scales revealed 13 items collected under utility, intrinsic, and attainment value factors. A general task value factor was also identified in the scale regarding PFR. In the second study, different models of the scales were evaluated with confirmatory factor analysis, and the second-order models were favored. Moreover, reliability and additional analyses supported using a general task value factor that was highly correlated with students’ willingness to participate in peer feedback activities. Overall, this study provides two scales, recommends research for further validation, and discusses the internal structure of the task value construct.

The Attitudes of Primary Teacher Education Program Students Towards Utilizing Flipgrid in English Speaking Skill

Normal 0 false false false EN-ID X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman",serif;} This research was aimed at investigating the students’ attitudes of primary teacher education program (PTEP) towards utilizing Flipgrid in enhancing English speaking skill. The participants of this research were 60 students of PTEP in one of Muhammadiyah Universities located in Jakarta who attended an English course. The research used a mixed method to collect the quantitative and qualitative data to analyze. Thus, the instruments used were observation, questionnaire and semi-structure interview. The result showed that most of the students agreed to use Flipgrid in learning English speaking skill as this app had benefits and could motivate the students to practice speaking better as well as increased the students’ confidence. It is thus recommended that lecturers should be encouraged to use Flipgrid in English learning activity, mainly in speaking skill to boost the students to be more active to create videos and engage in interactions with lecturers and classmates mediated with video discussion forum.

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio.

Insights from Academics Teaching International Students in Australia

Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in teacher education programs. Drawing on semi-structured interviews, we used Interpretative Phenomenological Analysis (IPA) as an analytical tool to code and analyse our data. Some of the challenges, dilemmas and opportunities are discussed under three overarching themes (Academic staff teaching experiences, Perceptions of navigating the Australian Cultural Context, and Staff valuing student opportunities). Based on the findings, we offer recommendations for higher education institutions to consider for academic staff when supporting students (international and local) from diverse cultures and languages.

The Effectiveness of Blended and Printed Learning Resources in Improving Science Learning Outcomes of Student Teachers at a Distance University

Learning resources are an essential factor that determines learning outcomes, especially elementary school teacher education program students in distance education. This study aims to compare the effectiveness of blended learning and printed learning resources in improving science learning outcomes for distance education students. This study is a true experiment conducted at the Universitas Terbuka (UT) regional office of Jember, as a representation of the East Java region. Respondents of the study were 56 students using blended learning resources and 60 students using printed learning resources. The data were collected using a test of student learning outcomes and analyzed using t-test and N-gain. The results show that both blended learning and printed learning resources significantly improved learning outcomes at α = 5%, each with an average N-gain having relatively the same products at moderate levels. This study also raises information that blended learning resources are more effective than printed learning resources. This study implies that blended learning resources can be used as an innovative solution to improve student learning outcomes in distance education systems.

“I chose teacher education because…”: a look into Indonesian future teachers

ABSTRACT In Indonesia, implementation of the Law on Teachers and Lecturers in 2005 increased teacher salaries and led to an oversupply of students in teacher education programs, which might be due to no specific teacher education admission criteria. Consequently, limited teaching positions upon graduation result in more teacher education graduates undertaking non-teaching careers. Then, why do students enter teacher education? The study applies the Factors Influencing Teaching Choice (FIT-Choice) theoretical framework. Over eight hundred final-year undergraduate teacher education students from four universities participated in the study. Primary education participants were more motivated by their perceived teaching ability, intrinsic value, job security, time for family, opportunities to have a second job, job transferability, make social contribution, work with children/adolescents, prior teaching and learning experiences, and social influences than all other programs of study. Early childhood and special education participants entered the program because they desire to enhance social equity. English language education participants were the least motivated among others. Improving selection criteria for teacher education admissions, strengthening teacher induction programs, as well as refining the quality of teacher training institutions are crucial to ensure high-quality teachers in Indonesia.

Moving toward: using a social justice curriculum to impact teacher candidates

PurposePublic schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space.Design/methodology/approachThis is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study.FindingsThe framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates.Research limitations/implicationsThe need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016).Originality/valueThe questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).

Examining engagement in context using experience-sampling method with mobile technology

With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams during the semester. Regression analysis revealed that students’ course-specific self-efficacy and characteristics of planned study events were significantly associated with students’ behavioral engagement related to how well students implemented their study plans. Hierarchical regression analysis also showed that contextual features of the study environment, including study location and reasons for studying, moderated the relationship between task-specific self-efficacy and cognitive engagement. The results highlight the critical roles of self-efficacy and contextual features in influencing engagement in authentic anywhere and anytime mobile learning. The affordances and hinderances of experience-sampling method and mobile technologies in supporting engagement research were discussed.

A Hunger to Teach: Recruiting Inuit Teachers for Nunavut

We describe findings from participatory research conducted by a southern-based researcher from Thunder Bay, Ontario, and Nunavut Arctic College’s Teacher Education Program students. Together, they interviewed 128 high school students from 11 communities to determine what attracts Inuit youth to teaching and what might discourage them from becoming teachers. The research was based on the premise that Nunavut’s schools cannot be Inuit schools without many more Inuit teachers. We found that many Inuit youth have considered becoming teachers, but they face barriers to doing so. They expressed concerns about housing, finances, leaving their home communities, and their own academic preparedness. Many lacked information about teacher education programs. We recommend addressing these concerns, in part, by using Nunavut Teacher Education Program students to educate high school students about the program and to encourage them to become teachers.

Selective intercultural sensitivity to different sources of cultural identity

PurposeThe purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.Design/methodology/approachThis research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.FindingsThe results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.Practical implicationsThe findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.Originality/valueThe study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

PENGARUH MODEL PEMBELAJARAN AKTIF TIPE CARD SORT DAN MOTIVASI BELAJAR DALAM MATA KULIAH KETERAMPILAN BERBAHASA INDONESIA KE-SD-AN MAHASISWA PRODI PGSD

Research begins from the low ability of learning Indonesian Language Skills to elementary school students Elementary School Education Studies. This is seen in the midterm exam results as well as interviews with lecturers of Indonesian Language Skills Speaking to SD-an. The objective of this research is to know the influence of active learning model of card sort type to learning Indonesian Language Skills to Elementary School Primary School Teacher Education Program students. The type of this research is Quasi Eksperimen. Data collection techniques using questionnaires and learning result tests and data analysis techniques with t-test and ANAVA. The results showed that the students' learning outcomes by using the active learning model of card sort type is higher than the conventional learning model both from the whole and from the learning motivation. And there is no interaction of learning model with learning motivation to Indonesian Speaking Skill to SD-an. So it can be concluded that the active learning model of the type of card sort and motivation to learn influence on Indonesian Skills to SD-an. Keywords: card sort, learning motivation, Indonesian language

Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession

Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession

Community College Teacher Education Baccalaureate Programs: Early Evidence Yields Mixed Results

Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, we find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs we find that degree production increased, yet the diversity of the graduates declined.

Teachers’ Plight and Trainees’ Flight: Perceived, Lived, and Conceived Spaces of Schools

Teacher recruitment and retention are often examined as technical problems that can be solved by providing teachers with incentives, evaluations, or more practical initial preparation. This paper proposes a reconceptualization of pre-service teachers’ flight from the profession. By applying Lefebvre’s (1991) theory of space to the analysis of ethnographic data collected in the Russian Federation between 2011 and 2014, this paper highlights how teachers’ plight in schools and in the society at large shapes teacher education students’ career aspirations. Based on classroom observations, focus group data, as well as media artifacts, I show that the perceived, lived, and conceived spaces of schooling hold little promise for students in teacher education programs. Teachers’ pay, the structure of teachers’ work, as well as school students’ attitudes towards teachers reveal that schools have come to occupy a peripheral position in the Russian society. Teachers’ experiences in schools as managed professionals burdened with bureaucratic responsibilities and undergoing significant amounts of stress make teaching a precarious occupation. Representations of schools and teachers’ work in the media and public service announcements portray schools as irrelevant and immoral spaces where only “losers” go to work. In this situation, meaningful educational change would require both a reimagining of the spaces of schooling and a collective dialogue on the role education should play in the Russian society.

Adaptive and motivated: psychological qualities of college students in teacher education programs in Taiwan

Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and career commitment and used it to examine the qualities of pre-service college students in teacher education programs based on a national survey in Taiwan. It is found that in this country where ‘those who are academically able, teach’ has been a tradition, pre-service students further possess better adaptive and motivational qualities than their non-teaching counterparts. The underlying policy and socio-cultural contexts of such a positive phenomenon of ‘those who are adaptive and motivated, teach’ are further explained and implications for teacher educators and policy makers are discussed.

Addressing the Research/Practice Divide in Teacher Education

Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position of a teacher educator. Teaching in a university-based mathematics methods course during the academic year and an elementary classroom during the summer recess provided opportunities to make connections between research and practice. This article examines the effects this study had on the researcher's instruction at the university level. Specifically, the article suggests ways for teacher educators to reconnect with classroom practice in an effort to remain relevant in the quickly changing world of P–12 education. In addition, the study suggests ways for teacher education programs to connect methods courses to authentic field-based experiences to help future teachers make connections between research and practice.

Constructing a new professional identity: Career change into teaching

The presence of career change students in teacher education programs is neither new nor unusual. Despite this, there is a lack of research into the experiences of such people as student teachers. In this paper, the experiences of one career change student teacher, Michelle, and the ways in which she constructed her new professional identity as a student teacher, are examined. Using the theoretical framework of learning and identity within communities of practice developed by Lave and Wenger (1991) and the notion of career change student teachers as expert novices, Michelle's experiences are examined in detail to gain a greater understanding of how, as a career changer, she ‘became’ a student teacher. The research on which this paper is based found that as a career change student, Michelle needed to reconcile her various identities in order to construct her new professional identity in the context of teacher education. Findings were analysed and discussed with reference to Lave and Wenger’s (1991) framework of legitimate peripheral participation and Wenger’s (1998) communities of practice, and with recourse to the relevant literature.