Teacher Education Students Research Articles

Failing successfully with dance in physical education teacher education

ABSTRACT Background Studies underline physical education teacher education (PETE) students’ unfamiliarity and discomfort with dance in physical education (PE) and PETE and place dance outside students’ comfort zones. At the same time, research highlights PETE students’ athletic background and how this continues to be rewarded in PE. Hence, many students enter the PETE programme without any experience of failing – not mastering – activities done in PE. When students enter the PETE programme, they are faced with the expectation of being able to teach dance as future PE teachers, and many students experience unfamiliarity with the content and teaching and working methods in PE for the first time. This unfamiliarity creates emotional tension and uneasiness among the students. Purpose In this project, we borrow Nancy Stark Smith’s concept of failing successfully to investigate how students’ worries about failure can be turned into more successful achievements and considered valuable for learning processes in higher education. The research question guiding this article is: How can risk-taking and fear of failing become significant assets for gaining teacher competence in PETE? Methods This paper is a combined teaching and research project focusing on PETE students’ experiences as they were given the task of developing and performing breaking series. All students participated in two dance lessons. The data material consists of the PETE educator’s notes, Post-it notes from an emotional poll and the students’ subsequent written reflections. Findings Our analysis shows that all students were worried and even dreaded performing their breaking series. The students’ written reflections revealed that they were challenged on a personal and emotional level. For most students, the assignment changed from being perceived as (almost) impossible to becoming an experience of mastery that exceeded their expectations. The study underlines the importance of risk, conceptualises challenging situations, and makes the process of learning a common concern. Conclusion This study emphasises that dreading failure and the experience of failing can be turned into success, and such understandings not only allow examining students’ experiences in new ways but also redirect dance teaching in PETE and PE in new, more challenging, and expanded directions.

The Practicality of E-Module Indonesian Language Based on Contextual for Students of Elementary School Teacher Education

This study aims to analyze the practicality of the Indonesian language E-Module of based on contextual for Elementary School Teacher Education students of Muhammadiyah University of Makassar in the learning process. The method used in this study is a type of research & development research using the 4-D (Four-D) development model, which consists of 4 stages of development, namely define, design, development, and disseminate. With a research sample of 50 Elementary School Teacher Education students and 3 samples of lecturers at Muhammadiyah University of Makassar. Data collection techniques using lecturer response questionnaires and student response questionnaires. The data analysis technique used in this study is descriptive analysis. Based on the results of the study, it shows that the implementation of the Indonesian language E-module for general basic courses based on contextual practice is used, this can be seen based on the results of the lecturer response questionnaire with an average value of 100%, 92%, 83% with the category of very practical, and student responses with an average value of 85%, 86%, 88%, 89%, and 91% with the category of very practical. So, it can be concluded that by implementing the Indonesian language E-module for general basic courses based on contextual practice for students, it is very practical to use in the learning process.

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations.

A look across the borders: Swiss vs. Italian future special education Teachers' perspectives on inclusive education

AbstractTeachers play a key role in the implementation of inclusive education. Many studies investigate cross‐country differences in teacher perceptions of inclusive education, but there is a research gap in investigating the perspectives of special education teachers. This study examines attitudes, concerns, self‐efficacy and intentions of Italian (n = 180) and Swiss (n = 221) special education teacher students (SETS). Despite many similarities, Italian SETS held more positive beliefs, had fewer concerns regarding workload, and had higher intentions to use inclusive practices than Swiss SETS. No differences were found in self‐efficacy to use inclusive instructions, managing student behaviour, or collaboration. Apart from inclusive legislation and policies, which might account for more positive attitudes, fewer concerns, and higher intentions to use inclusive practices in Italian SETS, absence of differences in efficacy‐beliefs point to the importance of adequate support systems and teacher training in both countries. More research investigating the roles and perspectives of special education teachers across different inclusive education systems is necessary.

Gauging growth in undergraduate information literacy: A case study in library-faculty collaboration

How do academic librarians and teaching faculty assess the impact we exert on students' capabilities as researchers? This paper describes the authors' unique six-week approach to incorporating library instruction into a research assignment for students in introductory Teacher Education and American Politics classes. We constructed a pre- and post- instruction survey that measured change in students' attitudes toward 1) their own level of information literacy, 2) their skills as researchers, and 3) the usefulness of the library's resources. The survey consisted of statements regarding students' attitudes toward the aforementioned categories, measuring agreement on a 6-point scale. We conducted this survey over three consecutive semesters (N = 208). We find that students began the project with high degrees of confidence in their own knowledge and abilities, but also increased their confidence in all categories. Moreover, the change between the pre- and post-project survey was statistically significant on all questions, as assessed by a difference of means test.

Examining and comparing the relation between representational competence and conceptual knowledge across four samples

IntroductionWhereas it is commonly assumed that in learning science, representational competence is a critical prerequisite for the acquisition of conceptual knowledge, comprehensive psychometric investigations of this assumption are rare. We undertake a step in this direction by re-analyzing the data from a recent study that found a substantial correlation between the two constructs in undergraduates in the context of field representations and electromagnetism.MethodsIn this pre-registered contribution, we re-analyzed the data (N = 515 undergraduate students; Mage = 21.81, SDage = 4.04) to examine whether the relation between representational competence and conceptual knowledge, both measured with psychometrically validated test instruments, is similar or varies between four samples from two countries. To this end, we employed correlational analysis and scatter plots. Employing these methods, we examined whether a positive relation between representational competence and conceptual knowledge can be found and is of similar magnitude in all samples. We also employed multiple-group latent profile analysis to examine how the more detailed association between the two constructs varies or is similar across samples.ResultsWe found that the relation between the two constructs was positive in all four samples, but was stronger in the samples consisting primarily of engineering and physics students than in environmental sciences and teacher education-students. All latent profiles indicated that high representational competence is a prerequisite for high conceptual knowledge, but not vice versa. We found little relation to learners’ gender and topic-specific learning opportunities in high school.DiscussionThese results indicate that the qualitative findings of a positive relation between representational competence and conceptual knowledge, with no evidence of learners that achieve high conceptual knowledge with low representational competence, generalize across different populations. We derive hypotheses for further moderating factors that can be examined in future research.

Cheating uncovered: A deep dive into faculty and student perspectives

The paper explored the perspectives of teacher education faculty and students on behaviors that constitute cheating. A convergent parallel mixed-methods design was used through a questionnaire that sought the respondents’ perspectives on behaviors based on five groups of given scenarios: during the test, test preparation, take-home work, research work, and laboratory report and seatwork. One hundred nineteen participants from the College of Teacher Education at a state university in region 02, Philippines, with 19 faculty and 100 students comprised the population for this study. As a result, cheating can be deliberate or accidental, done either for personal benefit or to aid a friend. Based on these and the emerging themes, the study proposes an alternative definition of cheating that is embedded in the academic setting. Any action or attempt that leads a person or group to evaluate their own or another's performance incorrectly is considered cheating.

Immersion Experiences of Teacher Education Students in Conducting Indigenous Studies

Indigenous studies is a popular research interest among social studies teacher education students, emphasizing the importance of properly educating them to conduct these studies and prepare them for immersion experiences. This study explores the experiences of teacher education students during their immersion in Indigenous studies in Bataan and proposes instructional support to enhance sustainable practices for future researchers. Utilizing phenomenological research, student teachers who have conducted Indigenous studies were purposefully interviewed. The results demonstrate that despite encountering challenges, these immersion experiences gave students valuable first-hand knowledge, personal growth, and a deeper understanding of Indigenous cultures. These findings underscore the need for instructional support, as suggested in the study, to better equip teacher education students to support and promote Indigenous studies.

Innovation of Learning Tools Based on the Caplaire Model to Improve Scientific Literacy Skills

This research aims to produce a Student Worksheet based on the Caplaire Model to improve scientific literacy skills for Elementary School Teacher Education students that is valid, practical, and effective. This research is development research using the ADDIE model which includes 5 stages, namely: Analyze, Design, Development, Implementation, and Evaluation. The research instruments used in product development consist of material expert validation and design expert validation instruments, student response questionnaire instruments to products, and product effectiveness test question instruments. The data analysis technique used in this research was quantitative and qualitative descriptive data analysis. The research results obtained were: 1) The results of the material expert validation test using the material expert validation instrument obtained a score of 84% with a very feasible category; 2) The results of the design expert validation test using the design expert validation instrument obtained a score of 86% with a very feasible category; 3) The results of the practicality test using the lecturer response questionnaire instrument obtained a score of 85% in the very practical category; 4) The results of the effectiveness test using question instruments for students showed an increase in scores in the initial test and final test, in the initial test the average score was 60.8 and in the final test the average score was 82.8. So, through this development research, student worksheets based on the Caplaire Model were obtained that were valid, practical, and effective.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

Promoting cultural understandings through collaborative teaching: virtual drumming opportunities in teacher education

ABSTRACT Valuing diversity in education and educational research is at the heart of higher education institutes. This research takes place in Australia, a multicultural society that is still predominantly Western Anglo-Celtic. Through blended modes of delivery, this paper focuses on three tertiary educators collaborative autoethnographic voices sharing how they used drumming as a conduit to teach about music and culture from different lands. In preparing initial teacher education students to be culturally responsive, they argue that pre-service teachers need to be exposed to different pedagogies and practices that foster cultural competencies. Through reflection and collaboration, they provide insight into promoting diverse music and culture that can build cultural competence and culturally responsive pedagogies. They recommend working with colleagues, culture bearers, and local communities locally or virtually as an effective way to promote intercultural understandings. This paper adds to the body of the literature for teacher educators to work reflexively in blended modes. Further research is required to support the value of teaching diverse music and culture to pre-service teachers.

Promoting a sense of belonging in university online learning: How and why initial teacher education students experience an increased sense of belonging

Despite evidence of practices that support online students in university learning, promoting engagement and building a student sense of belonging continue to be a challenge. To enhance student engagement, a suite of evidence-based learning design strategies was incorporated across online units of study in initial teacher education programmes at a regional Australian university. To determine the impact of these strategies or elements, students were surveyed regarding their perspectives on how the elements had positively impacted their sense of belonging within the online university community. The systemic functional linguistics Appraisal framework was used to analyse qualitative survey data, which reported students experienced an increased sense of belonging expressed as positive judgements of their own mental capacities. Students also expressed feeling cared for, valued and supported by academics and experienced enjoyment in their learning and reduced levels of stress. All elements were positively evaluated; however, unit coordinator behaviour, especially social capacity, was unexpectedly important in increasing student sense of belonging. Whilst ongoing incorporation of design elements to enhance engagement is important, the behaviours of unit coordinators actioned through these elements were paramount in promoting student belonging. Implications for practice or policy: Increasing levels of student belonging may be improved by including learning experiences that promote feelings of success and relationships with others. Unit coordinators can enhance online student belonging by using online learning design elements to demonstrate approachability, understanding, supportiveness, availability, presence, care and patience. Universities should consider adopting organisation-wide initiatives that promote consistent and visible learning design features and staff presence, with the aim of addressing attrition and retention challenges.

Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers

ABSTRACT This paper offers a brief yet evocative glimpse into marginalised pre-service teachers’ (PST) experiences of teacher testing in Australia’s High-stakes Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). Utilising Critical Disability Theory (CDT)in particular, Goodley’s (2016) concept of neoliberal-ableism, we problematise teacher testing as a gatekeeping tool for students undertaking teacher education. The article highlights how neoliberal education policies in Australia have disempowered and turned away talented and empathetic future teachers. By illuminating their embodied experiences of stress and anxiety, we interrogate neoliberal discourses of power and how teacher testing is used as a blunt instrument to solve complex problems and funnel public funding to private corporations. As part of a larger longitudinal research project, we offer four narrative portraits giving voice to vulnerable PSTs who have become unwitting victims of the high-stakes test juggernaut. This article focuses on five emergent themes from the research: (a) the embodied impact of stress and anxiety on test-takers, (b) withholding of information regarding testing processes and support, (c) the lack of differentiation available to PSTs (d) impacts of edu-businesses and the business of education on vulnerable participants and (e) a passion for differentiation.

Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom

This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ metacognition. It consisted of seven modules describing the different SRL promotion types and SRL capabilities and ways to promote them through teacher talk and action. Modules included written information and video examples taken from observations of real classrooms, which were used to illustrate the transfer of SRL theory to instructional practice. Each module concluded with several assessment items. During the Program the participants, 91 teacher education students, were asked to use a simplified scoring system based on the SRL-TPF to code lesson transcripts taken from classroom observations. The results showed that by the end of the program over 85% of the participants were able to provide teacher instructions that included explicit SRL promotion and/or promoted students’ SRL knowledge. Our study contributes to research findings on teacher education students’ knowledge of SRL, their promotion of SRL to students, and the contribution of short duration SRL professional development.

Reducing COVID-19-Induced Educational Slumps—Training Preservice Teachers to Be Children Coaches: An Evaluation of Effects in Elementary Schools

The school closures due to the COVID-19 pandemic have had significant side effects, particularly on the psychological well-being of pupils. This situation poses great challenges for teachers in schools. At the same time, teacher education students have to be prepared for this situation by being trained to deal with difficult situations and pupils with symptoms of psychological disorders. Furthermore, they need to adequately address the increasing heterogeneity in terms of their pupils’ learning standards. To meet these challenges, the teaching project “CaBire” was called into being. As part of this project, teacher education students first receive theoretical input to act as socio-psychological coaches for children. After the training phase, students offer support to pupils at schools. This practical phase is accompanied by coaching-supervision seminars led by psychology teachers at the university. Both the practical phase, as well as the accompanying seminars at the university can be credited to teacher education students’ studies. Here we report a good-practice example and an evaluation of this teaching concept based on data of a mixed-method design. The results are promising and point towards a beneficial program for both teacher education students and pupils.

Evaluating the Impact of the Kampus Mengajar Program on Problem-Solving Skills in Primary School Teacher Education Students

Problem-solving is an essential skill for students, necessary for both acquiring knowledge and preparing for future challenges. The Kampus Mengajar Program, part of the MBKM (Independent Learning Independent Campus) initiative by the Directorate General of Higher Education, aims to enhance students’ soft and hard skills, including problem-solving abilities. This study investigates the impact of the Kampus Mengajar Program on the problem-solving skills of Primary School Teacher Education students. This qualitative research focused on students from the Primary School Teacher Education program at Riau University who participated in the Kampus Mengajar Program Batch 3. Data were collected through case studies, with participants' problem-solving abilities being the primary focus. Descriptive analysis was used to present the findings. The findings revealed that the Kampus Mengajar Program had a positive impact on students' problem-solving skills. Through this program, students were able to develop their soft skills, particularly problem-solving, by engaging in real-world teaching experiences and addressing challenges in primary school education. The Kampus Mengajar Program provided a practical platform for students to apply theoretical knowledge in real-world contexts, thereby enhancing their ability to analyze and solve problems. This hands-on experience proved effective in improving the students' problem-solving abilities, making it a valuable component of their teacher education. The Kampus Mengajar Program significantly contributed to the development of problem-solving skills in Primary School Teacher Education students, offering an effective approach to enhance both their soft and hard skills through practical, real-world engagement.

International comparison of vocational pre-service teachers’ character education in Indonesia and Malaysia

This study examines the commitment of vocational teacher education students at Universitas Negeri Yogyakarta, Indonesia, and Universiti Tun Hussein Onn Malaysia (UTHM) in applying core character values. The global trend in teacher education links education and economic growth, emphasizing students' competence for the job market. However, teachers are also expected to address social and moral cohesion in the younger generation. The research involved 177 third- and fourth-year students at FPTV UTHM Malaysia and an equal number at FT-UNY, utilizing a questionnaire based on core character values. The findings indicate moderate commitment levels (58.75%) among university students. UTHM students scored slightly higher (2.42) than UNY students (2.28). The study shows that character education for vocational teacher education students in both Indonesia and Malaysia has not reached optimal levels, emphasizing the need to investigate more effective character education models for future vocational teachers.

Early childhood education student teachers’ perceptions of implementing a bicultural curriculum

ABSTRACT This article explores how early childhood student teachers are developing competency to implement bicultural practices in New Zealand. It uses surveys and focus-group interviews to examine 162 student teachers’ understanding of the early childhood curriculum, and its implementation during their three-year degree initial teacher education programme. Results showed that the term “bicultural curriculum” was not well understood, and there was confusion over whether Te Tiriti o Waitangi or the Treaty of Waitangi forms the basis of the bicultural curriculum. Student teachers lacked confidence in competently using te reo (the Māori language) within their daily practices and articulating tikanga Māori (cultural constructs).

Experiences of Students with the Implementation of the Theme of Shoah into Teaching

Aim. In this paper, we present selected results of a research survey conducted among teacher education students to determine their preconceptions about the implementation of the events of the Shoah into teaching at different levels of education. Methods. In this paper we answer the following research questions: Would the respondents welcome a greater curricular anchoring of the Shoah in the Framework Curriculum for Primary Education? Are prospective teachers interested in various books on the Shoah in their spare time? What methods and forms of work were used in teaching in connection with the events of the Shoah at the graduated primary school? In which year of primary school do respondents think it is appropriate to include Shoah topics? Are the respondents satisfied with the level of integration of the Shoah phenomenon into teaching at the Faculty of Education of Palacký University in Olomouc? Results. Most respondents believe that the Shoah phenomenon is only suitable for integration at the lower-secondary school. This preconception stems mainly from the respondents´ previous experience in primary schools. Conclusion. The results point to the fact that the transformation of the perception of the defined events, and the related broader possibilities of their application in Czech institutional teaching, will be quite complex. Cognitive value. It is necessary to begin to perceive the Shoah also in a certain transcendental, visceral level and, based on the internalisation of the resulting feelings, to begin to build pupils´ awareness of the importance of democracy, freedom, or tolerance.

Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania

The study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) to assess undergraduate student-teachers' digital competencies in an educational context. Within the quantitative approach, the study adopted a descriptive cross-sectional research design. The data was collected from a sample of 549 student-teachers through the self-developed questionnaire. Data analysis involved both descriptive and inferential analysis. The study found that student-teachers' digital competencies at both knowledge acquisition and knowledge deepening levels were moderate. However, their digital competencies were moderately higher at the knowledge acquisition level, which signifies confidence in basic digital skills. In addition, it was found that gender and age had statistical significance on perceived digital competencies, particularly at the knowledge acquisition level. Based on the findings, it is recommended that while considering the varying levels of comfort with technology across the gender and age groups, a tiered teacher training programme should be put in place where student-teachers can progress from the basic level to the advanced level of digital competencies.