Teacher Training Students Research Articles

Structural Analysis of Opinion Essays by Second-year EFL Teacher Training Students

This study examines the structural analysis of opinion essays written by second-year EFL teacher training students. In an era where written communication in second languages (L2) is indispensable across various fields, the demand for writing skills has become increasingly central to school and university curricula. Among different types of academic essays, mastering the genre of opinion essays is essential for students. This study assesses how effectively second-year EFL teacher-training students have learned to write opinion essays. Following a qualitative approach, opinion essays written by 40 undergraduate students were analyzed. The findings indicate that most students could effectively structure their opinion essays according to the prescribed format. Students successfully provided general statements followed by a thesis statement in the introduction, developed well-structured body paragraphs with clear topic sentences and supporting details, and offered practical conclusions. The study highlights the importance of teaching academic writing skills and provides educators with insights on effectively teaching opinion essay writing to EFL students. This research contributes to understanding how second-year EFL teachers train students to develop their skills in writing opinion essays. The findings underscore the importance of structured academic writing instruction and offer valuable insights for educators seeking to enhance the teaching of opinion essay writing to EFL students. Англи хэлний багшийн 2-р ангийн оюутнуудын үзэл бодлоо илэрхийлсэн эссэний бүтцэд хийсэн дүн шинжилгээ Хураангуй: Оюутнууд үзэл бодлоо илэрхийлсэн эссэг бичиж сурах нь зайлшгүй байна. Тус судалгаа нь Англи хэлний багшийн 2-р ангийн оюутнууд үзэл бодлоо илэрхийлсэн эссэг бүтцийн дагуу хэр үр дүнтэй бичиж сурч байгааг үнэлэх зорилготой. Тус судалгаа нь эссэнд бүтцийн анализ хийх чанарын аргыг ашиглаж англи хэлний багшийн 2-р ангийн 40 оюутны 70 эссэнд бүтцийн дүн шинжилгээ хийж үзэхэд ихэнх оюутнууд (70%) бүтцийн дагуу үзэл бодлоо илэрхийлсэн эссэг бичиж сурсан байна. Тус судалгаанд цөөн тооны жишээ эссэг харуулсан. Дийлэнх оюутнууд эссэний удиртгал цогцолборт сэдвийн талаарх ерөнхий мэдээлэл, гол санаа агуулсан мэдээллийг хангалттай үнэлгээтэй гаргасан байна. Мөн дэлгэрүүлэгч цогцолборт хөтөч санаа түүнийг дэмжсэн жишээ өгүүлбэрүүдийг мөн хангалттай үнэлгээтэй бичсэн байна. Дүгнэлт өгүүлбэрийг мөн заасны дагуу 2 аргаар бичиж сурсан байна. Үүнд гол санааг өөрийн үгээр илэрхийлж бичихээс гадна хөтөч санааг дурдаж бичсэн байна. Түлхүүр үг: удиртгал цогцолбор, дэлгэрүүлэгч цогцолбор, дүгнэлт цогцолбор

Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory

The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students.

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

Adaptation and Validation of the Intercultural Effectiveness Scale in a Sample of Initial Teacher Training Students in Chile.

Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence.

Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment–game-based or digital game-based learning–that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers.

Review of Literature Addressing Biological and Social Responses to Touch: Instructional Implications

Introduction: Recent trends in training teachers of students who are blind or have low vision (i.e., those who are visually impaired) have shifted away from traditional hand-over-hand guidance and toward a hand-under-hand approach. However, a search for peer-reviewed studies that address the effects of the use of hand-under-hand versus hand-over-hand instructional techniques often yields few results. This article examines literature on tactile receptors in the human integumentary system and how different forms of touch may affect tactile learning. Methods: The authors used a purposive search of literature using key words and phrases associated with different forms of touch to examine literature on the effects of touch from the perspectives of both the biological and social sciences. Results: Much of the neurological and sociological research that was revealed in this study tended to support the anecdotal evidence from practitioners who have described learners developing a greater sense of autonomy, independence, and connectedness when they are able to control their own body. Discussion: Literature cited in this study indicates that repeated use of controlling forms of touch may inhibit learning through the discriminative tactile system. In addition, the authors describe literature indicating that implicit social messages conveyed through controlling touch may perpetuate stereotypes of individuals with visual impairments as dependent on sighted people and create social barriers to independence.

EFFECT OF YOGASANA AND ANULOM VILOM PRANAYAMA PRACTICE ON EMOTIONAL INTELLIGENCE AMONG YOGA TEACHERS TRAINING STUDENTS

Background: This study tries to find out the effect of Yogasana and Anulom Vilom Pranayama on Emotional Intelligence among Yoga teacher training students. Method: This study included 120 participants of 45 days Yoga Teachers Training Course (YTTC) from Lakulish Yoga University, Ahmedabad. Data were gathered using the “Emotional Intelligence Scale (EIS-sans)” Here research design single group pre-test and post-test was used. For data analysis paired T-test was used. Results: The results showed a considerable improvement in emotional intelligence. Mean difference (Pre - Post) is -3.46 & 95% confidence interval: Ranges from -4.10 to -2.81. It means one can be 95% confident that the true mean difference lies within this interval. the low P value (p < 0.0001) and the large t-statistic:10.6078. Conclusion & Findings: Practicing Yogasana and Pranayama has been shown to enhance Emotional Intelligence, which in turn improves interpersonal relationships both personally and professionally. For a yoga trainer, heightened Emotional Intelligence brings several advantages, such as better understanding nonverbal cues from participants, adjusting behavior to meet their needs, making sound decisions, and fostering respect and affection from students.

Literary text preferences: A qualitative study on the cognitive and affective reasons for reading texts among GFL teacher training students

Literary text preferences: A qualitative study on the cognitive and affective reasons for reading texts among GFL teacher training students

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

Metacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition.

Twitter as a catalyst for transforming geography teacher education

This study explored the potential of Twitter to transform and enrich geography teacher education in South Africa for the digital age. This mixed methods study utilized content analysis of tweets from selected geography education Twitter handles and focus group discussions with South African student teachers using Twitter. The research design involved training student teachers on using Twitter for curriculum purposes over eight weeks, followed by focus groups to capture their experiences and perspectives. Findings suggest Twitter offers valuable opportunities for networking, accessing resources, and fostering global connections among geography educators. However, realizing Twitter's full potential requires thoughtful implementation strategies, including usage policies, educator training, and support for community building. As an exploratory study, it provides initial evidence that integrating Twitter into teacher training could strengthen geography education in South Africa by equipping educators with expanded networks and professional development avenues. Nevertheless, structured implementation and ongoing collaboration are crucial for leveraging Twitter to bridge divides and align training with 21st-century contexts. Further comparative and longitudinal studies can build on these preliminary insights to optimize the use of Twitter in transforming geography education for the digital age in South Africa and beyond.

Characteristics of Teacher Trainee Students in Malta and Their Readiness for the Labour Market

In view of challenges related to global teacher shortages as well as teacher shortages and attrition in Malta, attracting individuals to the teaching profession and retaining them is crucial. In this regard, students’ personal life has been identified as the strongest predictor of resilience in Maltese teacher trainee students besides self-efficacy, social and emotional competence, and self-efficacy in behaviour management. Therefore, the objective of this research is to investigate the social and economic conditions of teacher trainee students in order to understand their specific needs and evaluate the extent to which these needs are being met through present education programmes in Malta. This research focuses on the profile of teacher trainee students (n=142) based on the overall EUROSTUDENT VII dataset for Malta (n=1,226). Considering the factors that influence teacher trainee students’ resilience, the research investigates teacher trainee students’ satisfaction with their workload related to studies and paid work and difficulties encountered related to studies, work and personal life. It will also explore teacher trainee students’ self-reported readiness for the labour market.

The Effect of SIMAS ERIC Learning Model on Protist Material to Improve Students' Cognitive Learning Outcomes in Class X

Various problems that cause low student learning outcomes are thought to be due to the lack of teacher innovation when teaching in the classroom, the selection of learning models or strategies that do not facilitate students’ awareness and interest in learning, as well as other influencing problems. One of the models that can help teachers train students to plan lessons, monitor the learning process, and evaluate learning outcomes is the Simas Eric learning model with syntax skimming, mind mapping, questioning, exploring, writing, and communicating. This study aimed to determine the effect of the SIMAS ERIC learning model on cognitive learning outcomes of Biology students at SMAN 24 Bandung. This is a quasi-experimental research with a non-equivalent pretest-posttest control group design. The participants in this study were class X MIPA 1 and X MIPA 3 students at SMAN 24 Bandung. Data were collected through the results of observations of students’ cognitive learning outcomes. Data analysis was done using the ANOVA technique, which shows the learning outcomes of the SIMAS ERIC model on protist material, affecting the cognitive learning outcomes of Biology students at SMAN 24 Bandung with an average cognitive learning outcome of experimental class students of 84.50%. The average cognitive learning outcome of control class students was 78.50%. The experimental class obtained a higher average cognitive learning outcome than the control class. The benefit of this research is that it can determine the effect of the Simas Eric model based on students’ cognitive learning outcomes. Keywords: SIMAS ERIC learning model, protist material, cognitive learning outcomes

Teacher Motivation: Exploring the Integration of Technology and Didactics in the Narratives of Future Teachers

Different theories addressing the motivational process in educational practice highlight the importance of the teacher’s perspective in the effective integration of technologies as pedagogical–didactic tools in the classroom. The current study consists of a manifest content analysis applying a non-experimental, cross-sectional, qualitative research design. A longitudinal study was conducted through semi-structured individual interviews over three academic years (2020–2023) with a sample of 36 teacher-training students, including undergraduate and postgraduate students from the Valencian Community. The results obtained reveal the participants’ perceptions of the motivations for using technology in their self-learning process, highlighting the positive value they attribute to these tools as resources to motivate their future students. The narratives compiled highlight the relationship between the use of technology and improved academic performance in teacher training. Furthermore, they underline the need to incorporate educational models that not only foster digital skills but also provide solid pedagogical training in this area.

Can vocational interests of students be used to recruit suitable candidates for teacher training programmes in technical vocational education and training in Germany?

PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling.

Language Attitudes of Teacher Students Towards Indonesian

The language attitude of teaching students must be positive towards Indonesian, considering that Indonesian is the language of instruction that must be used at all levels of education. A positive language attitude is manifested by loyalty, pride, and language awareness. The research method used is a descriptive method with a quantitative approach. This research was conducted using a research instrument in the form of questionnaires. The population of this study is all teacher training students in Indonesia, the research sample is 98 teacher training students from 8 universities in Indonesia. The results showed that most students had a positive language attitude. This is shown by the loyalty, pride, and awareness of speaking Indonesian. Of course, as a prospective teacher in any study program, it is necessary to be certified for language skills through UKBI as a step that can ensure the competence and language attitude of prospective teachers.

Instrument to Evaluate Intercultural Competence in Pedagogy Students

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity.

The effect of self-efficacy and self-set grade goals on academic outcomes.

Numerous motivational research have clearly demonstrated the critical role of self-processes in goal setting, self-regulated learning, and learning outcomes. However, studies have emerged that present conflicting findings regarding the relationship between goal setting and self-efficacy and how it affects academic performance. Based on the theories of goal setting and self-efficacy, the purpose of this paper is to assess the predictive power of self-efficacy and the mediating effect of self-set grade goals on learning outcomes. As part of the online course, an exploratory study was conducted with a sample of 160 university teacher training students. Data on self-efficacy were collected with the MSLQ and analyzed with confirmatory factor analysis. Correlation analysis explored the relationships between motivational factors, grade goals, and learning outcomes. To test the models, structural equation analysis was conducted to predict the effect of self-efficacy on self-set grade goals and learning outcomes. The results showed the predictive effect of self-efficacy on expected and minimum grade goals and the mediating effect of expected grade goal on learning outcomes. The study highlights the influence of motivational factors on goal setting in the context of online learning and provides insight into the predictive effect of self-efficacy on learning outcomes.

The Impact of Entrepreneurship Education, Perceived Behavior Control, and Entrepreneurial Self-Efficacy on Pre-Service Teacher Candidates’ Entrepreneurial Intention

The purpose of this study was to determine the role of entrepreneurship education (EE), perceived behavior control (PBC) and entrepreneurial self-efficacy (ESE) on the entrepreneurial intentions of students of the Faculty of Teacher Training and Education, Universitas Lambung Mangkurat. This study used a quantitative method with the help of SEM-PLS to determine the effect of the model under study. Research data was collected through a questionnaire via e-form, which was distributed to Universitas Lambung Mangkurat students from September to December 2022. The instrument was filled with 239 students. The participants were teacher training students at Universitas Lambung Mangkurat who were chosen through a random selection process. The study's findings demonstrated that entrepreneurship education positively influences self-control and self-efficacy. Self-discipline and belief in one's ability to succeed benefit the desire to start a business. Entrepreneurship education does not influence entrepreneurial intentions. Entrepreneurship education was found to influence entrepreneurial self-efficacy and perceived behaviour control positively. Entrepreneurial self-efficacy and perceived behaviour control positively influence entrepreneurial intentions, but entrepreneurship education does not significantly benefit entrepreneurial intents.

Educational Needs of Form Teachers in Primary and Secondary Schools in Slovakia: Pilot survey results

An innovative approach to delivering pre-service teacher training to student teachers in individual areas is considered crucial in the smooth digital transformation of education in Slovakia. One of the major shortcomings of the current pre-service training of student teachers is the fact that not all higher education institutions involved in the teacher trainee preparation have incorporated into the relevant part of the curricula the area of acquisition of specific competences of the form teachers with such accent as the requirements of practice would require. The authors present the conceptual and methodological background of a pilot sample survey focused on self-assessment of the educational needs of form teachers at the secondary level of education in Slovakia. The specification of the assessment areas was based on extensive research of available literature, as well as on personal discussions led by different experts.

Training student teachers to improve LGBTQ+ health education.

Training student teachers to improve LGBTQ+ health education.