Teacher Education Students Research Articles

Opportunities and Barriers of Integrating the 1+X Certificate System into Nursery Teacher Education in China

The development of high-quality vocational education is a critical factor in establishing a robust economy. Therefore, every nation places significant emphasis on the quality of teaching and learning within vocational education. This study investigates the use of the 1+X Certificate System to enhance teaching competence among nursery teacher students in China, with a particular focus on the experiences of Early Childhood Education (ECE) teacher educators who support their students during their teacher education. Employing a qualitative research design, the study conducted four in-depth case studies of ECE teacher educators who integrated the 1+X Certificate System into the nursery teacher education curriculum at a college in China. The findings of the study reveal the 1) Alignment with the Existing Curriculum; 2) Effectiveness in Teacher Education; and 3) Adequacy of Teaching Resources; and 4) Establishing Partnerships with Nursey Schools that ECE teacher educators encountered in utilizing the 1+X Certificate System to improve the teaching competence of nursery teacher students. This study contributes to the ongoing discourse on the integration of the 1+X Certificate System into nursery teacher education programs. The implications of this research may inform future efforts to enhance the quality of nursery student teacher education, leading to the development of a highly skilled workforce in the ECE sector.

Gender Differences Among Teacher Education Students in Light of a Pilot Study

This paper aims to present the measurement tool designed to examine gender differences among teacher education students and the results obtained during the research. The theoretical section of the paper describes teachers’ and parents’ influence on children’s gender role attitudes, gender socialization and career orientation. To prepare the questionnaire, we analyzed the Hungarian and international literature and built on the results of our previous qualitative research. We grouped our questions into three dimensions: (1) gender socialization in the family, (2) parental involvement, (3) gender socialization at school and career orientation. According to our results, gender-neutral toys were more often chosen by male students’ parents, and mothers were more involved in their children’s school activities than fathers, setting higher expectations as well. Teachers and parents, especially mothers, played an important role in students’ career choice. In addition, students perceived that teachers handled them differently depending on their gender in terms of the evaluation of their academic progress and behavior as well as the frequency of compliments and punishment.

Teacher Characteristics and Attitudes in Learning Mathematics as Perceived by Mathematics Teacher Education Students: A Mixed Method Study

This study employed a mixed methods design, utilizing a parallel convergent approach to explore the quantitative status and lived experiences of Mathematics major students regarding their perceived teacher’s characteristics and attitudes. The participants were Mathematics education students, with 80 respondents for the quantitative phase and 14 for the qualitative phase, selected through total enumeration and purposive sampling, respectively. The quantitative results indicated a very high status of perceived teacher characteristics and students’ attitudes. A positive low correlation (r = .27, p = .0064) was found between the two variables. In the qualitative phase, students revealed positive experiences with instructors, emphasizing their good qualities and influence on learning, while also highlighting teacher-related difficulties. Student insights emphasized the crucial role of fair treatment and interaction in learning, predictors of learning attitudes, and the significance of positive attitudes. Notably, the quantitative data largely aligned with the qualitative findings. Keywords: attitude in learning mathematics, mathematics, mixed methods, teacher’s characteristics, Philippines

Evaluation of Creative Thinking Skills in the Development of Elementary Science Learning in Elementary Schools: A Mix Method Study

Students' creative thinking abilities are still limited in science learning development lectures. Students are only able to answer questions at the concept application level (C1-C3 or lower order thinking skill). This is due to the lack of variety in learning methods, lecture material has not been linked to contextual problems. This research aim is to analyze the creative thinking abilities of elementary teacher education students in elementary science learning development courses. This study uses mixed method. Sampling was carried out using random sampling involving 233 students from 8 different campuses. The research instrument consists of a test that includes 12 questions related to indicators of creative thinking skills (fluency, flexibility, originality, and collaboration), semi-structured interviews with 10 respondents to explore the understanding behind the answers given, and documentation. Data analysis techniques are carried out through quantitative and qualitative data analysis which includes data reduction, data presentation, as well as drawing conclusions and verification. The research results show that of the four indicators of creative thinking, students are categorized as sufficient in the fluency aspect. However, the other three indicators, namely flexibility, originality, and elaboration are in the poor category. The interview results also revealed that the majority of respondents were unable to provide answers that were in accordance with the indicators of creative thinking achievement. The conclusion of this research is that three indicators of creative thinking, namely flexibility, originality and elaboration, need to be improved because they are categorized as lacking.

MICROTEACHING LESSON ON INCREASING THE STUDENT TEACHERS’ ABILITY IN TEACHING ENGLISH

The goal of this study is to find out what student teachers think about the benefits of the Microteaching Lesson for Teaching Ability at PGRI Palembang University. The study's team of researchers used a qualitative descriptive strategy. There are 30 sixth-semester English education student teachers as the participants. Data collection techniques included observation, interview, questionnair, and documentation. In order to collect data, the researcher interviewed 30 student teachers to learn more about five different issues. She then gave a questionnaire containing 15 statements to 30 student teachers. The findings of the questionnaire showed that students believed that microteaching had a beneficial effect on their capacity to instruct. Based on the results of the interviews, the researcher also came to the conclusion that the narrative presentations of the students demonstrated how their perceptions of the microteaching course affected their teaching strategies. Students think that by taking part in microteaching, they will be able to improve their teaching abilities through lesson preparation, content explanation, time-management, and teaching self-confidence abilities.
 Keywords: microteaching, student teachers, and English

Practicum of Early Childhood Teacher Students in Pandemic Times: A Narrative Perspective

The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and ‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts.

The Effect of Metacognition Awareness on the Critical Thinking Skills of Elementary School Teacher Elementary School Prospective Teachers

The ability to engage in critical thinking is crucial for students to effectively navigate the challenges of contemporary society. Metacognition awareness is a key indicator of an individual's critical thinking abilities. Metacognitive awareness can enhance one's cognitive control by incorporating critical thinking to regulate the thinking process. This study aimed to examine the impact of metacognitive awareness on the critical thinking abilities of PGSD (Primary School Teacher Education) students at Universitas Sebelas Maret during the 2022/2023 academic year. This study employed a quantitative methodology known as associative research. The study's population consisted of second-semester students who were selected using cluster random selection as the sampling technique. The study employed data analysis approaches that encompassed descriptive statistical analysis as well as inferential statistics, which involved doing preliminary analysis tests and hypothesis testing. The study's findings were determined by a significance test of the regression coefficient (T-test). The results indicated that the calculated t-value (2.049) was greater than the critical t-value (1.982), and the significance level (Sig.) of 0.042 was less than the threshold of 0.05. The multiple linear regression coefficient exhibited a positive value of 0.384, signifying a unidirectional link. The heightened awareness of metacognition led to a subsequent improvement in critical thinking abilities, with a determination coefficient of 20%. The findings demonstrated that the metacognitive awareness had an impact on the critical thinking abilities of PGSD students at Universitas Sebelas Maret during the 2022/2023 academic year.

Optimizing the Science Literacy Abilities of Elementary School Teacher Education Students Through Electrical Material Practicum

This research aims to determine the optimization of students' scientific literacy abilities through practical electricity material. The sample in this research was Elementary School Teacher Education students. This research uses a quantitative descriptive approach with a survey method. The research results show that students' scientific literacy is 64.49%, which is categorized as moderate. Based on the results of a review of research results, the competency that is classified as low is competency b with a score of 65.05 and the highest competency is competency c with a score of 73.45. In this research, the indicator that needs to be improved in scientific literacy is indicator 4 at 38.5%.

The Role of Information Teaching Ability of Directional Normal Students in Teaching Effectiveness: Based on the Research of Verification Model of Structural Equation Model

Directed teacher education students, as the main group injecting human resources into rural basic education, play a crucial role in promoting the development of information technology in rural basic education. Based on a literature review, this study takes the enhancement of the information technology teaching efficacy of directed teacher education students in the northwest of Guangdong as the point of entry for problem-solving. The research focuses on directed teacher education students who graduated from local colleges in northwest Guangdong, collects 520 valid questionnaires, and conducts a structural equation model analysis using AMOS software to test research hypotheses. The results show that information technology literacy has the most significant positive impact on information technology teaching efficacy. Information technology instructional design ability, information technology management and implementation ability, and information technology assessment and diagnostic ability are all positively related. Teacher information technology teaching ability is a crucial factor in enhancing information technology teaching efficacy, and these factors are interconnected, forming a complete framework for information technology teaching ability. Based on data analysis and interview results, this study provides recommendations for improving information technology teaching efficacy from two aspects: self-improvement and external support.

Towards a Paradigm Shift: Analysis of Student Teachers’ and Teacher Education Institutions’ Readiness on Kurikulum Merdeka

This research is to examine the preparedness and initiatives of Teacher Training and Education Institutes (LPTK) and student teachers in implementing Kurikulum Merdeka. This cross-sectional study employs a phenomenological approach. The study encompasses 448 student teachers from various provinces in Indonesia. Data were gathered through a questionnaire featuring open-ended questions, and the results were analyzed using a multistage descriptive coding and pattern approach. The findings reveal that 82.81% of student teachers are ready to implement Kurikulum Merdeka. However, in terms of understanding, 24.55% of them still need to improve their understanding about the new curriculum. In conclusion, there persists a need to continually enhance the knowledge and skills of student teachers in navigating the implementation of Kurikulum Merdeka. Additionally, LPTK must ensure the provision of competencies adequately.

First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships

Abstract This study investigates the developmental levels of epistemological beliefs (EBs) about science and history among first-year teacher trainees (n = 146) through domain-specific questionnaires. A between-person analysis was used to examine the effect of academic studies and gender differences. Further, we employed a person-centred approach, k-means cluster analysis, to identify EB profiles for both domains. The results show that the impact of academic studies is greater on discipline-specific epistemological beliefs in history than in science, while the effect of gender is not significant in either area. We identified three EB profiles for both domains and found a significant positive correlation between the domain-specific EB profiles. A quarter of student teachers have a sophisticated profile in both science and history. Our research confirms the approach that individuals’ domain-specific epistemological beliefs develop in relation to domain-general beliefs. The results, in addition to contributing to a better understanding of the development of epistemological beliefs, also carry important implications for teacher education.

Action Competence towards Environmental Citizenship of College of Teacher Education Students

This correlational study investigated the relationship between action competence and environmental citizenship in the context of teacher education. A sample of 324 teacher education students enrolled during the Second Semester of School Year 2022 - 2023 at the University of Mindanao, Philippines were selected as respondents, and they completed a modified survey instrument that collected data on their levels of action competence and environmental citizenship. The analysis of descriptive statistics using mean scores revealed high levels of both action competence and environmental citizenship. The results also determined teacher education students’ willingness to act and sustainability as key indicators of their action competence and environmental citizenship, respectively. Pearson's r correlation coefficient value of r = .688 (P = .000) showed a significant positive relationship between the two variables indicating that students with higher levels of action competence were more likely to exhibit environmental citizenship behaviors. These findings suggest that action competence is an important factor in fostering environmental citizenship among teacher education students. The researchers described these results about their implications for curriculum design, pedagogical approaches, and policy development, highlighting the importance of integrating sustainability education into teacher preparation programs to nurture action competence and empower future educators to contribute effectively to sustainable development efforts.

Analysis of Critical Thinking Ability and Understanding of Basic Science Concepts in Primary School Teacher Education Students

Students are not encouraged to develop their thinking skills, and learning in class is only directed at memorizing information. In addition, it is important for Primary School Teacher Education (PGSD) students who will become elementary school teacher candidates to have good critical thinking skills and a good understanding of basic science concepts. This study describes the ability to think critically and understand basic science concepts in PGSD students at PGRI Yogyakarta University. This research is a quantitative descriptive study using survey methods. The population of this study was second- semester PGSD students at PGRI Yogyakarta University. The research sample consisted of 77 second-semester PGSD students. The data analysis technique used in this study was descriptive analysis by measuring and describing the results of critical thinking skills and understanding basic science concepts. The results of this study indicate that the highest percentage of achievement is on the indicator of critical thinking skills, namely providing simple explanations, with a percentage of 75.45% with high criteria, and the indicator of understanding concepts with the highest percentage, namely the indicator of remembering with a percentage of 87.98% with very high criteria.

The photographic heritage as a motivational resource to learn and teach history

This article, linked to the research of new methods for teaching history, has as its main objective to analyse the motivation of future primary school teachers regarding the use of photographic heritage in the teaching of historical content. This investigation is based on a teaching experience carried out in the 22/23 academic year with 266 primary education student teachers, in which a key episode in the history of Spain is explored via a series of photographs. Data collection was done through a Likert-type questionnaire, which the students answered after the activity, with a response scale of 1 to 4 with some qualitative open-ended questions. Responses were also examined using the SPSS27 statistical programme. The results show how the analysis and interpretation of the photographs, as well as the activities developed from them, are a motivating resource for most of the participants. The latter consider photographs suitable, on the one hand, for their personal development, and on the other, for their professional training, since it allows them to design innovative and creative history teaching-learning programmes.

Teaching the Teachers: What's Missing in LIS Doctoral Teacher Education?

This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession.

Analisis Pengetahuan Mitigasi Bencana Abrasi untuk Calon Guru Sekolah Dasar

This study aims to describe the abrasion disaster mitigation knowledge of prospective elementary school teachers, namely FKIP UNRI elementary school teacher education students. The research subjects were elementary school teacher education students who had taken disaster mitigation courses in semester 2. The type of research is quantitative descriptive research. The data collection method in this study is in the form of a description test totaling eight questions consisting of 4 dimensions of knowledge. The data analysis technique in this study uses descriptive statistics in the form of calculating knowledge scores from 1-4 and then calculating the percentage. The results showed that the overall abrasion disaster mitigation knowledge of prospective elementary school teachers was in the sufficient category with an average of 71.31%. The results of each dimension of knowledge, namely the factual knowledge dimension in the sufficient category with an average value of 75.69. Conceptual indicators are in the insufficient category with an average value of 66.67. Procedural indicators get an average value of 72.92 which is in the sufficient category and metacognitive indicators get an average value of 69.68 in the insufficient category.

Challenges and Strategies: Online Learning for Elementary School Teacher Education Students

The existence of an online learning policy that seems suddenly has an impact on many students who are not ready to carry out the online learning process. The aim of this research is to examine perceptions, problems, and summarize students' experiences regarding strategies for resolving challenges when participating in online learning. This research is classified as a qualitative descriptive research type, with research subjects namely 61 students. Data collection in the research was carried out using observation, interviews and questionnaires, with research instruments in the form of observation and interview guidelines. The data obtained in the research was then analyzed using the Bogdan & Biklen model data triangulation technique. The data obtained is then presented in qualitative descriptive form, by adjusting the research results with the results of previous research. The results of the research analysis show that the challenges faced by students when carrying out online learning activities consist of interference from the surrounding environment, less than optimal use of the internet, students' lack of understanding of the material delivered by lecturers and reduced interaction between students and lecturers during online learning. The strategies used to face challenges for students taking part in online learning are adapted to the students' different conditions and abilities so that solutions can be found individually.

Finnish Early Childhood Education Student Teachers’ Mental Images of the Environment

Finnish Early Childhood Education Student Teachers’ Mental Images of the Environment

Developing Online Educational Resources for Online Learning: Student Teachers’ Experiences at Muni University, Uganda

Teacher training pedagogy in the 21st century has drastically changed across the world with a focus on producing a teacher with adequate skills and knowledge in developing and using online educational resources for effective learning. This exploratory qualitative study aimed to explore the Bachelor of Science with Education student teachers ’ experiences in developing multimedia educational resources for online learning. The study specifically assessed student teachers ’ opinion of their experiences in using online educational resources and their challenges in developing online educational resources. Interviews were used to elicit insights from participants to achieve both objectives. Nine participants were purposively selected from the subjects of specialisation being undertaken. The findings of the study revealed student-teachers’ enthusiasm, commitment, creativity and innovativeness in connection with developing online educational resources. The major challenges were the limited skills among student teachers in creating animated videos and assessment of online learning activities. The study recommends that institutions of higher learning should establish a harmonised and comprehensive competence framework and provide adequate time for skilling student teachers in developing online educational resources in order to produce a holistic 21st century teacher.

학생선수 출신 예비 체육교사의 진로형성과정 탐색

Purpose: This study aimed to explore the career formation process experiences of prospective physical education teachers who were former student athletes and to grasp the meaning of the experiences.
 Methods: The three study participants were selected as college students who entered the Physical Education Department with excellent CSAT scores and experienced dropouts through the purposeful sampling method. Their growth and change were investigated through narrative inquiry.
 Results: The experiences of the research participants regarding their career formation process were summarized under the themes of ‘Tight-tapping Simultaneous’, ‘Ugly Duckling’, ‘Soaring Swan’, ‘Setting Sail’, ‘Shipwreck’, ‘Sailing Again’, ‘Seeds Blown by the Wind’, ‘Flower Buds Swaying in the Storm’, and ‘Resilient Wildflowers that Never Bend’. Based on the results derived from Tiedeman and O'Hara's theory, the meaning of the career formation process was explored from the perspective of ‘change’. As a result, the meaning of the period of the participant dropping out in the student athlete introduction process was ‘enlightenment’, and the period of transition from becoming a general student to choosing a career as a Physical Education teacher was ‘sublimation’. Based on these results, a comprehensive discussion was held on the topic of ‘career formation process through the experience of a student athlete who dropped out of school.’
 Conclusion: Based on the exploration of the career formation process and experiences of pre-service Physical Education teachers who were former student-athletes, the research participants developed a sense of career identity through the processes of their respective ‘significant events, ' ’overcoming,' and ‘reflection.' These experiences served as a foundation supporting their proper career formation process. In addition, it is believed that this study can be of practical help to the career education of student athletes, teachers, or leaders in the school field.