Teacher Education Study Research Articles

Does training matter? Effect of training strategies on how pre-service teachers pose and assess modelling problems

Abstract Several studies highlight teachers’ challenges when posing and analysing modelling problems, often due to the absence of tools supporting these professional tasks. Thus, an important question refers to the effect of implementing different training strategies on the ability of prospective teachers to pose and assess modelling problems. Our study involves a sample of 110 pre-service primary school teachers, divided into three groups. The first group received extensive theoretical and practical teacher training in mathematical modelling based on the proposal of the study and research paths for teacher education. The second group received intensive theoretical training based on a didactic guide outlining the characteristics of modelling problems. The third group, which acts as a reference group, solely relied on the information provided by the Spanish curriculum. All participants undertake the same experience, involving the redesign and analysis of three textbook word problems into modelling problems. The results shed light on teachers’ training needs and the effectiveness of the tools in enhancing their ability to pose and assess modelling tasks at the primary school level.

A Review of Research on Engineering in K‐12 Science Education

ABSTRACTThe purpose of this study is to explore trends in interrelated engineering education and science education research within six science education research journals across the first decade since the release of the Framework for K‐12 Science Education and the Next Generation Science Standards. Journals were selected using a combination of impact factors and random sampling. The resulting qualitative systematic review exposes trends that arose and fell among science education journals and scholars as reflected in 141 articles published between 2011 and 2024 in the Journal of Research in Science Teaching, Science Education, the International Journal of Science Education, School Science and Mathematics, the Journal of Science Teacher Education and Cultural Studies of Science Education. Through the analysis of 289 published research questions and purposes, themes of research and stakeholder foci were developed to uncover trends in research across this timespan. The greatest proportion of research examined student learning of science content through engineering experiences and teacher practice concerning science and engineering adjacent learning. Gaps in the literature are also described including studies in greater need of focus, most notably those that examine the roles of communities, families, learner agency, and access to engineering and science. Findings illuminate a need for improved resonance between the calls of policy for advancing access to science, STEM, and engineering education and literacies and research that remains most focused on traditional settings and structures.

Lesson study and the challenges of initial teacher education in Europe: keys to sustainability. A literature review

PurposeTo present a review of the current state of lesson study (LS) in initial teacher education (ITE) in Europe.Design/methodology/approachA systematic search, combined with heuristic and hermeneutic analysis, was conducted in both English and Spanish using indexed academic databases to collect research and experiences of LS in ITE across Europe. The core areas or analysis categories included sustainability, observation and tutoring, the connection between schools and universities, the value of pedagogical knowledge and LS models.FindingsLS in ITE has seen significant growth in Europe since 2015, particularly in universities where it has established a strong presence. The variety of proposals reflects how institutions have adopted and expanded LS models, indicating a stronger connection between universities and schools. The sustainability of LS hinges on the efforts of a core teaching and research group that not only transforms teaching but also explores learning processes in LS. There is growing interest in improving observation strategies and incorporating pedagogical knowledge in LS, although more in-depth analyses of the learning and teaching processes from both perspectives are still needed.Research limitations/implicationsSearching for references in English and Spanish may limit the visibility of relevant research conducted in other languages and regions, potentially excluding important experiences from non-English or non-Spanish-speaking countries.Originality/valueThis work is the first review of literature on LS in ITE focused on Europe, engaging with and building upon the latest global reviews in ITE and LS while introducing new areas of contrast.

<b>Development of Islamic Cultural History (SKI) Teaching Materials Based on Self-Directed Learning for University Students</b>

The use of teaching materials for the History of Islamic Culture Madrasah Ibtidaiyah (SKI MI) Course in the Madrasah Ibtidaiyah Teacher Education study program has yet to include self-directed learning to improve learning outcomes. Therefore, this study aims to develop teaching materials for the History of Islamic Culture Madrasah Ibtidaiyah (SKI MI) Course based on self-directed learning for students of the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI). The research method is Research and Development, with a qualitative approach to collect data from interviews and observations and a quantitative approach to obtain data from surveys and experimental tests. The development model used is the development of Borg and Gall. Research results include: First, teaching materials for the History of Islamic Culture Madrasah Ibtidaiyah (SKI MI) Course based on self-directed learning to improve learning outcomes. Second, teaching materials are developed in 7 stages by the development of Borg and Gall. Third, the teaching materials are assessed from the material with an ideality reaching 88%, presentation with an ideality reaching 83%, language with an ideality reaching 86%, and graphics with an ideality reaching 90%. From several presentations, it is valid and practical with an ideality of 85% and effective with an Equal Variance Assumed of 0.007, effectively improving student learning outcomes. This study is limited to developing teaching materials without exploring other aspects of the learning process, such as teaching methods, teacher involvement, or the context of the learning environment that may affect student learning outcomes. The originality of this article is the development of SKI MI teaching materials based on independent learning using the Borg and Gall model.

Preservice Teacher Perceptions of School Field Introduction Program for Achieving Sustainability in Education: A Survey at Universitas Ahmad Dahlan

School field introduction program is intended to solidify academic and educational field competencies through various activities in schools. The aim of this research is to analyze the various responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the School Field Introduction Program (PLP) II, and to identify internal and external factors that can act as supports or obstacles for students in the implementation of the PLP II program in partner schools or laboratory schools for achieving sustainability in education. This research is quantitative with a descriptive approach and utilizes a survey method. The population of this research includes active odd-semester students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan, class of 2016, totaling 324 students. The sample size was determined using the Slovin formula with a 5% margin of error, resulting in a sample size of 179 student respondents. Data collection was conducted online using a questionnaire. The collected data was analyzed descriptively and presented in percentages using SPSS. The results of this study show that the responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the PLP II program are categorized as very high, with a percentage of 42.5%. The research findings on internal and external factors are also categorized as very high, with percentages of 58.9% and 62.0%, respectively, indicating that internal and external factors can serve as support for the PLP II program. Thus, this research can serve as a benchmark for the success of students in implementing the PLP II program for achieving sustainability in education.

Reasoning in chemistry teacher education

Abstract Research on preservice science teacher’s reasoning is comparatively new in a larger field of research on reasoning. This study examines model-based reasoning among preservice science teachers to make recommendations on how reasoning can be fostered within chemistry teacher education. It coalesces over 20 years of a program of research in this area. Firstly, several empirical studies on undergraduate students and their reasoning are examined. Future chemistry teachers are drawn from this pool of undergraduate students. Secondly, empirical studies in preservice teacher education are examined to highlight reasoning among preservice chemistry teachers. Thirdly, recommendations are put forward for future research on the development of scientific reasoning among chemistry teachers as an important facet of chemistry teacher education.

ADDRESSING WATER SCARCITY THROUGH STATISTICAL INQUIRY IN TEACHER EDUCATION

This article presents the design and implementation of a study and research path for teacher education (SRP-TE) based on the Anthropological Theory of the Didactic. The goal is to analyze this teacher education proposal for inclusive statistics education aiming to overcome constraints derived from the phenomenon of the transparency of data treatment. The proposal starts with a newspaper report about the loss of water resources in Brazil and questions the data supporting it. The study focuses on one of the participating teachers from a disadvantaged region in the Northeast, where she worked in a rural school with few resources and poor infrastructure. The course helped her implement an inquiry activity with her sixth-grade students and mobilize digital resources for data visualization and graph representations. This case study contributed to analyzing how the SRP-TE promoted teachers’ professional development and provided elements for teaching inclusive statistics.

Learning through a separation process

In this article, I present an embodied a/r/tographical inquiry of my bodily and emotional responses experienced while going through a separation process, and a description of what I learned as part of this process that has implications for how I intend to teach and develop student teachers’ relational competence. By invoking the context of emergence, currere, the in-between and living inquiry, and in dialogue with the concepts of embodied affectivity and embodied interaffectivity, I observe the unfolding of themes such as activation of bodily resonance, the sharing of embodied experiences and embodied meaning-making, coming together to reveal an insight into relational competence as an embodied phenomenon. I have also revealed an awareness of my bodily inquiry and the merging of moving and writing. The implications of this study for teacher education may well include encouraging student teachers to consider their own relational competence by nurturing and enriching their own bodily awareness of a capacity to engage in meaningful and compassionate ways both with themselves and their pupils, not least when faced with unexpected and provocative situations in their practicum. Applying embodied a/r/tography as a method for developing student teachers’ relational competence may offer opportunities for including student teachers’ wonderings, feelings, reflections and meta-reflections as a means of knowing on their path to becoming teachers. Drawing: Linda Oloey (with permission)

ANALYSIS OF THE CREATIVE THINKING ABILITY OF PGSD STUDENTS IN OPEN-ENDED PROBLEM-BASED GEOMETRY LEARNING

The ability to think creatively is an important skill in the world of education, especially for students of the Primary School Teacher Education Study Program (PGSD). In learning mathematics, especially geometry, this ability is crucial for understanding concepts in depth and solving problems innovatively. However, there are still many students who show limitations in generating creative ideas, especially in the aspects of originality and elaboration. Therefore, this research aims to analyze the creative thinking abilities of PGSD students in open problem-based geometry learning, which gives students the freedom to explore various solutions in solving geometric problems. This research uses descriptive qualitative methods with data obtained through interviews, observation and document analysis. Research informants include lecturers, PGSD students, heads of study programs, librarians, and the curriculum development team at STKIP PGRI Trenggalek. The research results show that the open problem-based learning method is effective in improving students' fluency and flexibility abilities. However, in the aspects of originality and elaboration, several obstacles were still found that required more intensive guidance and the use of supporting technology. With the right approach, this method can be a solution to optimize students' creative thinking abilities in learning geometry.

Linking Internship Experience with Teacher Candidate Self-Efficacy and Teaching Motivation: Evidence from the Asistensi Mengajar Program

Real-world learning experiences are crucial in constructivist education. Teaching Assistance is one of the programmes that offers learning through real-world experiences to teacher candidates. This study aims to explore the impact of the Teaching Assistance programme on self-efficacy and teaching motivation. Involving 40 participants from Islamic Primary School Teacher Education Study Program, this study used a descriptive quantitative method with data collected through an online questionnaire based on a 7-point Likert scale. The results of the analysis showed that the majority of respondents had moderate levels of self-efficacy and motivation. This finding indicates that the Teaching Assistance programme was effective in increasing participants' self-efficacy and motivation to pursue a career as a teacher in the future, despite variations in their levels of self-efficacy and motivation. This study also shows the need to evaluate and improve the quality of the implementation of the teaching assistance programme so that participants' self-efficacy and motivation increase. Self-efficacy and motivation are critical to their future career readiness. Limitations of the study, such as the small sample size and reliance on questionnaires, lead to recommendations for further research with a more holistic approach. Overall, this study confirms that the Teaching Assistance programme can be an effective tool in preparing prospective teachers who are competent, motivated, and confident to face the challenges of the teaching profession.

Analysis of Pedagogical Content Knowledge (PCK) Capabilities of Preservice Elementary School Teachers through Science Learning Planning

Science material is often abstract, making it difficult for elementary school students to understand. Therefore, teachers need special abilities in designing their learning. So this is a problem for most elementary school teachers. The ability to design science learning in this research is referred to as Pedagogical Content Knowledge (PCK). PCK helps teachers combine in-depth knowledge of subject matter with effective teaching strategies. This allows teachers to deliver material in a way that suits the cognitive development and learning needs of elementary school students. Therefore, this research aims to provide an overview of the PCK abilities of prospective elementary school teachers in designing science lessons. This research is descriptive research which is in line with the research objective, namely to provide an overview of the PCK abilities of prospective elementary school teachers in designing science learning. Participants in this research were 14 students in the fourth semester of the Primary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), West Sulawesi University. Data was obtained through a learning design assessment sheet that was oriented towards PCK abilities. Data collection is carried out by asking students to create a learning plan, then the design is assessed using an assessment sheet. The PCK abilities of prospective elementary school teachers are considered varied, where the ability to choose methods is quite good but in terms of mastery and development of teaching materials is still lacking. This is due to the lack of experience of prospective teachers in teaching and the acquisition of science content material only obtained in one course. The implications of this research can be used as a reference for educational curriculum development, especially in elementary school teacher education study programs.

Development of a Desktop Application Based on Interactive Learning Multimedia for Introduction to Computer Hardware for Students of the Madrasah Ibtidaiyah Teacher Education Study Program

This research is intended to create and develop interactive multimedia-based desktop application products that are effective and have advantages for use in learning to introduce computer hardware in PGMI study programs, and evaluate the benefits of these products in improving PGMI student learning outcomes. The development process of this research adopted the Alessi & Trollip development model with the following procedures, namely stage planning, stage design, and stage development. Product trials include an alpha test carried out by media experts and material experts, as well as a beta test involving 21 PGMI study program students. Data collection was carried out through interviews, observations and questionnaires which were given to media experts, material experts and students as users. The results of the research show that interactive multimedia learning has been packaged in Disc format, and this multimedia product is considered very feasible by material experts, media experts, and trial participants.

The Relationship Between Project-Based Creative Learning and Well-Being Focusing on Whole Personality Development in Teacher Education. A Case Study

In this research paper, we seek to examine how participation in a community art project can promote positive psychological and social outcomes. We aim to outline the processes through which the experience of participation in community arts is transformed into positive personal developmental outcomes.In order to give evidences and examples of this relationship and balance, this research study focuses on some models of creativity and case study in teacher education on the base of community arts. In Slovakia, community art has not yet drawn significant research attention in regards to its potential as a creativity development strategy in higher education. A gap remains in understanding how and why students’s participation in a community art project can lead to those positive outcomes. Aiming to respond to this gap, the following research exploredthe meaning of creativity and whole personality development in a community art project from the point of the students who experienced it. Twelve participants were interviewed about their experiences in a community art project (University Totem) held in Komárno, Slovakia. The findings highlighted the potential of community arts projects for promoting the creative process and community building through learning various clay-making techniques. Finally, at the end of the research paper, we will draw conclusions and summarize our paper.

HOTS-Based Digital Worksheets as Interactive Assessment in Sciences Learning for Elementary School Teacher Education

This study was conducted because lecturers must be able to be more creative by carefully preparing Digital Worksheets for students, because they meet the criteria for basic competencies that must be mastered by students. The purpose of the article is to describe the implementation of HOTS-based Digital Worksheets as an interactive assessment in basic science learning for elementary school teacher education, identify supporting and inhibiting factors, and describe efforts to optimize supporting factors and efforts to overcome inhibiting factors. This study uses a descriptive qualitative research method, by describing a phenomenon as it is without manipulation. The research design chosen is a case study, meaning that the research is focused on one selected event or phenomenon in depth. The subjects of this study were 34 elementary school teacher education study program students who were in semester I. The sampling technique was purposive sampling. Data collection techniques are observation, interviews and document studies. Data validity techniques are technical triangulation and source triangulation. The results of this study is 71% of students felt that teaching materials with new innovations or in other forms. Form can increase students' interest in studying learning material.

Effectiveness and Practicality of Islamic-oriented Cooperative Learning Model in Private and State Islamic Higher Education in South and West Sulawesi, Indonesia

Aims: The Islamic-oriented Cooperative Learning Model for Improving Islamic Education Learning Outcomes is based on a number of problems in the praxis of learning Islamic education at the Faculty of Tarbiyah and Teacher Training UIN Alauddin Makassar and STAI DDI Majene, namely student learning outcomes that are not optimal, learning motivation being, learning has not described active, creative and fun learning. Testing the effectiveness and practicality of this model through research activities aims to describe and analyze: (1) the level of effectiveness of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) the level of practicality of applying the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene. Methodology: This research is a type of development research that examines the results of developing Islamic-oriented cooperative learning models, which are expected to improve student learning outcomes in Islamic education courses. This research was conducted at the Tarbiyah and Teacher Training Faculties of UIN Alauddin Makassar and STAI DDI Majene. The subjects of this study were 32 Class C English Education Study Program students and 35 Class A Madrasah Ibtidaiyyah Teacher Education Study Program, and 16 STAI DDI students. Data collection methods vii namely: observation, questionnaires and learning achievement tests. Data analysis technique using Percentage of Agreements and Normalized N Gain. Results: The results of the study show: (1) an analysis of the effectiveness of applying the Islamic-oriented cooperative learning model through the course of Islamic Education at UIN Alauddin and STAI DDI Majene, based on the results of the N Normalized Gain analysis is in the medium category, so that it can be seen as fulfilling the effective requirements in its application through learning Islamic education science; (2) practical analysis of the application of the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, based on the results of the Normalized N Gain analysis in the very good category, so that it can be seen as fulfilling practical requirements in its application through learning Islamic education; and (3) the reality of implementing the Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, is in the very good category. Conclusion: The implications of this research show: (1) there is an increase in student learning outcomes through Islamic Education courses at UIN Alauddin and STAI DDI Majene; (2) there was a positive response from lecturers and students as the main actors of Islamic-oriented cooperative learning through Islamic Education courses at UIN Alauddin and STAI DDI Majene; and (3) the application of an Islamic-oriented cooperative learning model through Islamic Education courses at UIN Alauddin and STAI DDI Majene, which can be used in tertiary institutions, is easy and practical to use. Thus, this model can be used as an alternative choice in learning activities, especially if lecturers or students want to build activeness and success in their learning.

Analysis of Needs for the Development of Islamic Cultural History Teaching Materials Based on Independence Learning at Fatmawati Sukarno State Islamic University Bengkulu

This article aims to analyze the needs to develop history of Islamic culture teaching materials in Madrasah Ibtidaiyah Teacher Education (PGMI) study program based on learning independence. The research was carried out using descriptive and qualitative methods. Data was collected through the distribution of questionnaires and in-depth interviews with lecturers and students, and analyzed using interactive models. Based on the research conducted, it was found that the teaching materials used in Islamic History and Culture Madrasah Ibtidaiyah lectures were teaching materials that were not written by lecturers and were considered unable to increase student interest, motivation, and independence in learning. Both lecturers and students agree to develop teaching materials related to learning independence. In addition, the teaching materials to be developed are expected to focus on the material in the curriculum, which covers four main topics: 1) The condition of Arab society before Islam; 2) History of Prophet Muhammad, Da'wah, and personality of Prophet Muhammad (peace be upon him); 3) The event of the Prophet Muhammad's Hijra to Medina and the event of Fathul Mecca; 4) Civilization at the time of Khulafausrrasyidin. Another result of this study is that the Islamic History and Culture Madrasah Ibtidaiyah teaching materials to be developed should refer to the principles of teaching material development, especially teaching materials with instructions for use and materials that follow the lecture syllabus.

The Design of the Problem Analysis-Based E-Teaching Materials for the Tahsin Al-Quran Course

This paper aims to produce a product designed based on problem analysis in learning The Tahsin Al-Quran course at the Madrasah Ibtidaiyah Teacher Education (PGMI) Study Program, Faculty of Tarbiyah and Teacher Training, UIN Imam Bonjol Padang. This research is development research using the ADDIE model at the analysis and design stage. Data on The Tahsin Al-Quran lecture problems have been obtained from questionnaires, interviews and observations carried out at the problem analysis stage. This research reveals the important steps taken in designing e-teaching material product. This research has found the ways to design the problem analysis based e-teaching materials to make it easier for the students to reach the goal of The Tahsin Al-Quran learning.

The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program

This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.

A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education

Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one “diversity” course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs’ social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education.

The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education

This study explores the role of classroom silence in the well-being of teacher educators (TEs) within a TESOL ITE program in Türkiye. Data were collected from two experienced TESOL TEs, Ayşe and Bahar, through individual interviews, a paired-depth interview, and weekly voice memos. Although TEs are essential for the professional development of pre-service language teachers (PTs), their well-being, particularly concerning classroom silence, has been largely overlooked in existing research. Applying the Job Demands-Resources (JD-R) model, this study examines how classroom silence impacts TEs' ability to support PTs effectively. Findings revealed that classroom silence arises from three primary sources: curriculum-related issues, PT preparedness, and TE strategies. Curriculum misalignment with PTs’ language proficiency and theoretical demands contributes to silence, intensified by PT unpreparedness and cultural backgrounds. In the ITE program, TEs reported emotional tension when managing silence, highlighting the need for adaptive teaching methods (e.g., multimodal materials). The study suggests examining institutional policies to create strategies that alleviate stress and support TEs. Implementing support networks, mentoring programs, and modules can offer emotional and professional resources, reducing isolation and classroom-related stress. Revising the ITE curriculum and providing administrative support can aid TEs in managing demands, enhancing their well-being and engagement with TESOL programs.