Thinking Of Pre-service Teachers Research Articles

Assessing the Computational Thinking of Pre-Service Teachers: A Gender and Robotics Programming Experience Analysis

Assessing the Computational Thinking of Pre-Service Teachers: A Gender and Robotics Programming Experience Analysis

Research on critical thinking of pre-service mathematics education teachers in Indonesia (2015-2023): A bibliometric review

Critical thinking involves being mentally organized and participating in a judgmental process to solve problems. The purpose of this study is to look at the focus of research related to critical thinking of pre-service teacher teachers of mathematics education, especially in Indonesia from 2015 to 2023. The method used in this study is a descriptive bibliometric analysis method. The Scopus database is used to obtain the necessary data. The results of the research show that publications related to the critical thinking of pre-service teacher teachers of mathematics education in Indonesia have increased from 2018 to 2020. Most of the publications were published in conference papers and some were in Q2 journals. The research focus is divided into 4 sections, namely, 1) mathematics teacher , mathematical problems , algebra , and qualitative research ; 2) critical thinking skills , mathematics education , and learning systems ; 3) problem based learning and STEM; 4) data analysis techniques, information analysis. The material that is the focus of research is algebra. New themes for this field are experimental research, digital platforms, quantitative methods, and group theory. The keywords of critical thinking skills are not directly connected with these new themes

Cognitive Conflicts Emerged from Feedback from Peer Assessment and Artificial Intelligence

This narrative study explores the cognitive conflicts that pre-service teachers experience during peer-assessment activities in an artificial intelligence (AI) facilitated academic writing course. This study applies a narrative inquiry research design to Indonesian English as a Foreign Language (EFL) writing classes. Three pre-service teachers pursuing an undergraduate degree in English language education at an Indonesian public university were recruited. The data were obtained from participants' stories, follow-up semi-structured interviews, and photos as an artifact to complete the data. The data was then analysed thematically. The participants’ cognitive conflict experiences were gathered during process writing and peer assessment. The findings show that the cognitive conflicts experienced by the participants were mostly from old myths and false beliefs. It brings advantages to pre-service teachers. The cognitive conflicts support the critical thinking of pre-service teachers. They discussed the material in detail, explored the different ideas, and helped them to confirm the incorrect knowledge and misunderstanding among them. This finding also implies the need for pre-service teachers, in-service teachers, and teacher educators to critically consider the cognitive conflicts in an L2 writing classroom, particularly in madrasah tsanawiyah (junior high schools), madrasah aliyah (senior high schools) and higher education institutions contexts.

Impact of Using Flipped Classroom Strategy in Developing the Mathematical Thinking of Pre-Service Teachers in Open Education Systems in Jordan

This study aimed to investigate the impact of the use of the flipped classroom strategy in developing the mathematical thinking of pre-service teachers in the Faculty of Education in open education systems in Jordan. The sample of the study consisted of students enrolled in the program of educational studies for the year 2019/2020 in the open education systems.
 To achieve the objectives of the study, the validity and reliability of a mathematical thinking test was verified. The methodology of the study was used in a quasi-experimental design, and the results of the study showed statistically significant differences between arithmetic means of mathematical thinking (α=0.05) in favor of the post mathematical thinking test and showed no statistically significant difference (α=0.05) between the arithmetic means of the employee in the field of education and non-employee in mathematical thinking.

Analysis of the factors predicting curriculum literacy of preservice teachers

This study aimed to explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the "Curriculum Literacy Perception Scale" and the "Critical Thinking Disposition Scale". The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers.

The Relationships Between Global Citizenship, Multicultural Personality and Critical Thinking

The purpose of this study is to examine the relationship between global citizenship, multicultural personality and critical thinking in preservice teachers. The study group consisted of 363 preservice teachers who attend different departments of Faculty of Education in Kutahya. Data collection was done through Scale Universal Citizenship, Multicultural Personality Questionnaire and Critical Thinking Disposition Scale. Because the data exhibited a normal distribution because of preliminary analysis, Pearson product-moment correlation analysis of parametric tests and multiple regression analysis were used for data analysis. According to the findings, there is positive relationship between critical thinking and multicultural personality trends and global citizenship. In other words, as multicultural personality scores increased, level of global citizenship also increased. Or as critical thinking tendencies decreased, the level of universal citizenship decreased. In a society where people adopt universal values and can think critically, democracy, justice and tolerance become dominant. And in a globalized world where there is no critical thinking, consequences of wrong thinking and wrong decisions will end up with global violence, intolerance, injustice, and war that has high destructive power.

The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students.

Investigation of the Effect of Teacher Training Programs on Reflective Thinking: ALACT Model

The purpose of the current study is to investigate the contribution of teacher training programs to the development of reflective thinking in pre-service teachers and the state of their using reflective thinking skills according to the ALACT model. Although the study carried out is quantitatively-focused research, the methods of qualitative research were used to show how the participants used the examined variable. Therefore, the study was conducted using an exploratory mixed design. The study participants are 277 first-year and fourth-year pre-service teachers (211 females and 66 males) attending a state university. The participants of the qualitative dimension of the study are 20 fourth-year pre-service teachers selected through the convenience sampling method. As data collection tools, the Reflective Thinking Tendency Scale (RTTS), reflective thinking writings, and teacher training programs were used. According to the ANCOVA results, there is no significant difference between the pre-service teachers who are in the first year of their undergraduate education and the pre-service teachers who are in the last year of their undergraduate education. It was also concluded that the fourth-year pre-service teachers did not experience any reflective thinking process in the majority of their applications, and the ones who experienced such a process experienced it at the basic level (1st-3rd level). In light of the findings of the current study, it can be suggested that reflective thinking skills should be emphasized more clearly and that teacher training programs should be structured according to various reflective thinking models such as ALACT.

The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.

Spreading lesson study in pre-service teacher instruction

PurposeThe purpose of this paper is to examine the perceptions of pre-service teachers (PSTs) who used lesson study on a five-week school-based teaching placement. The paper analyses 12 undergraduate PSTs’ perceptions of the way lesson study affected classroom-based teaching of English as a foreign language to pre-school and primary school.Design/methodology/approachA qualitative study is carried out from the responses to a semi-structured interview to the PSTs, and written responses to the open-ended question: What are your perceptions of lesson study?FindingsThis paper provides empirical insights about the way lesson study reinforced the PSTs’ classroom management and lesson planning skills. The case-pupils’ responses to the PSTs’ questions post-treatment indicated that games and active techniques in the classroom led to high retention of the taught content. Nevertheless, PSTs’ evaluations of pupils’ learning outcomes require further development. These evaluations often resulted in vague perceptions of overall lesson performance.Research limitations/implicationsThis study provides hints of how case-pupils better learned and how PSTs did the observations and performed. However, the results cannot be generalized.Originality/valueThe researchers sustain that the teaching degrees should encourage critical thinking in PSTs’ self-evaluations to reduce the focus on standards and expectations. It is believed that if the pressure of designing perfect lessons is removed from the equation, and instead, sensible and realistic lessons are planned, PSTs will be more inclined to learn and respond resourcefully, creatively, and resolutely to classroom situations.

Investigation to Improve the Process of Pre-service Teachers' Reflective Thinking Skills through an Action Research

This study aimed to pre-service teachers' reflective thinking and to reveal development of reflective thinking during the process of teaching and learning. This study was designed in the form of action research due to the nature of the case examined. The participants were 4 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Video recordings and reflective journals were used to collect the data for study. The qualitative data obtained were analyzed using the content analysis method. Reflective thinking skills developed at the end of the training process of pre-service teachers. However, the work of reflective thinking, planning a course for pre-service teachers participating in this study was shown to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the technical field. At later stages of the process pre-service teacher are determined level of application and critical reflection levels. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

Investıgatıon of Reflectıve Teachıng Practıce Effect on Traınıng Development Skılls of The Pre-servıce Teachers

This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

So, You Think You Can Teach? - Reflection Processes that Support Pre-Service Teachers’ Readiness for Field Experiences

This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students’ level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge, dispositions and teaching skills. In general, initial findings indicate students’ levels of reflectivity ranged from “self ” to “outside of self ” to “beyond self ” concerns or focus. Analysis further revealed that the students’ existing epistemological beliefs possibly mediate their level of reflectivity by either inhibiting the reflective process (most evident with those focused on task, grade, time, procedures and some performance concerns), or supported the reflective thinking flow (most evident through focus on interest, identity, expectations, relevancy, development, personal and student impact concerns).

Quality of Preservice Physics Teachers’ Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?

Although proponents support portfolios’ value to enhance the reflective thinking of novice teachers and imply that such thinking improves teachers’ practice, few studies have confirmed these assertions by directly measuring in-depth reflection or describing conditions that develop it. In this study, reflective thinking in preservice teachers’ portfolios was measured and compared with their perceived reflection. Qualitative research design was used for this study. The participants were preservice physics teachers. Data were collected through the participants’ portfolios and interviews. Their portfolios were evaluated based on the rubric developed by the researcher focusing on personal reflection, artifacts, professional development, and organization. Findings show that most of the preservice teachers gained expertise in reflecting about their teaching skills in their portfolios. These findings also indicate that the instructor’s supervision and help throughout portfolio preparation may have assisted the preservice teachers with creating more reflective portfolios.

Pre-service teachers undertaking classroom research: developing reflection and enquiry skills

This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to consider what this reflection on practice might offer to the education of teachers in the current UK training context. The context for the paper was a project which engaged pre-service trainee teachers in researching the proposition that automaticity in handwriting plays a role in facilitating composing processes and that the automaticity of early writers can be trained. Some outcomes of the project for pupils are reported. The focus in the present paper is, however, on the participating trainee teachers and the paper suggests that conducting research was a significant learning event for these pre-service teachers and that, through working together, they were able to analyse their development as researchers and their learning during the research process. At a time when the English government views teacher training as a method of school improvement and the effectiveness of training is measured through its immediate impact on pupil outcomes, this study offers an example of how shared research can offer positive learning outcomes for pupils, develop the reflective thinking of pre-service teachers through researching a real problem, and develop links across a range of school and university settings.

A Proposed Program to Develop Teaching for Thinking in Pre-service English Language Teachers

Students’ thinking is an integral part of English language pedagogy. Teachers need the pedagogical competence to teach thinking effectively. This research suggests a program to develop the teaching skills for thinking of pre-service teachers (fourth-year college students) in the English Department of the Faculty of Education at Princess Noura University in Riyadh, Saudi Arabia. The program aims to provide the knowledge, skills, and experience necessary for preparing teachers of thinking to invite, maintain, and enhance students’ thinking in the EFL classroom. A classroom observation checklist was developed to assess teaching for thinking skills, to understand the student teachers progress in developing such skills. The program was pilot tested on five fourth-year student teachers during their field experience. Data analysis and results of the pilot test have shown that the proposed program can be effective in developing the pre-service English language teachers’ skills in teaching for thinking.

Critical Thinking in Preservice Teachers: A Rubric for Evaluating Argumentation and Statistical Reasoning

The authors implemented a cognitive apprenticeship learning community (Collins, Brown, & Newman, 1989) in a class of preservice teachers at the University of Missouri - Columbia to enhance their argumentation and critical thinking skills about complex, educational problems. A detailed rubric based on the literature in argumentation and scientific reasoning was developed to evaluate the students' performance before and after the intervention. The rubric was designed to measure students' (a) conceptions and use of evidence, (b) notions about research and its applicability in evaluating complex social problems, and (c) ability to consider alternative perspectives. This article describes the intervention, the theoretical underpinnings of the rubric, and the use of the rubric in measuring the development of critical thinking in a group of preservice teachers. Strengths and weaknesses of the rubric are outlined and avenues for future research are discussed.

Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers

The powerful influence of prior educational experiences and a varying capacity to think reflectively and critically present potential barriers that preservice teachers face in implementing the knowledge and skills learned in their teacher education programs. Teacher educators can guide students' development of a decision-making schema by providing opportunities for students to reflect on authentic teaching experiences with feedback. This study examined the effectiveness of using Critical Incidents in a supervised field experience with explicit instruction and coaching to increase the capacity of preservice teachers to develop reflective and critical thinking skills. A three-person review panel analyzed 135 Critical Incidents. Examination of frequency and category data showed that writing Critical Incidents increased the degree of preservice teachers' orientation toward growth and inquiry. Results of the self-assessment of growth in critical reflection revealed the emergence of an orientation akin to Dewey's (1933) three attributes of reflective individuals, open-mindedness, responsibility, and wholeheartedness.

Philosophical dialogue among peers: a study of manifestations of critical thinking in pre-service teachers.

In this paper, we study manifestations of critical thinking in pre-service physical education (PE) teachers when exposed to regular practice of philosophical dialogue among peers. A 12-week research project involving 13 pre-service teachers in PE was conducted. Analysis of two (pre- and post-project) transcripts from pre-service teachers' discussions reveals greater use of higher-order thinking (HOT) skills in the post-project transcript than in the pre-project transcript, and reveals that the nature of their exchanges evolved from monologue to dialogue. The latter transcript reveals some characteristics of critical thinking among participants, which thinking appears to be critical, creative and caring; it also reveals that the participants' thinking was oriented toward social and ethical dimensions.