Pre-service Teacher Training Research Articles

다문화 아동문학을 활용한 초등영어와 다문화의 통합 교육

Objectives This study is to examine the effects of multicultural pre-service teacher training for the integration of multicultural and English education. It aims to study how intensive teacher training affects teaching strategies utilizing multicultural children’s literature and teachers’ multicultural attitude. It also investigates positive and negative factors in applying what they have learned from teacher training to educational contexts. Methods Mixed methods of quantitative and qualitative research methods were adopted. Attitude toward ract/ethnic diversity, multicultural understanding and attitude, English reading and writing ability were analyzed by utilizing SPSS/PC+ 21.0, and teaching journals, work samples, and interview data were also examined through phenomenological research method. Results The findings of quantitative data analysis using t-test showed that multicultural education using children’s literature positively affected both teachers’ and students’ multicultural attitude. The differences were statistically significant. Through the teacher training, per-service teachers could understand how to utilize multicultural children’s literature using culturally responsive pedagogy and how to integrate English and multicultural education. In the teaching contexts, using multicultural picture books had positive impacts on understanding diverse cultures, and positively affected students’ English reading and writing ability. Engaging with multicultural picture books gave students the opportunities to actively participate in the lessons. On the other hand, there were cases where students won’t accept different perspectives about other cultures. Some pre-service teachers also pointed out that meeting with multicultural students in the real world would be integrated into the teacher education program. Conclusions This study addressed not only the positive impacts of teacher training on implementing English and multicultural education utilizing multicultural children’s literature, but also challenges in implementing multicultural education in educational contexts.

Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools

ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.

Virtual Field Trips in Binational Collaborative Teacher Training: Opportunities and Challenges in the Context of Education for Sustainable Development

Virtual field trips (VFTs) are a way to overcome travel restrictions and continue to explore distant spaces, foreign issues, and learning opportunities. The intent of this article is to show how VFTs are used in learning geography in the context of education for sustainable development (ESD). The goal is to develop a didactic approach to the use of virtual fieldwork in ESD with geography teachers in pre-service and in-service teacher training at two universities. This article has the following aims. The first is to explain what a VFT is from a theoretical and technical perspective, which raises questions about forms and tools. The second is to explain how a remote intercultural seminar was conceived and implemented to create virtual fieldwork. The third is to present the methodology on which this experimentation is based and to explore the opportunities and limitations of VFTs. The last is to present and discuss the results.

РОЗВИТОК ПІЗНАВАЛЬНОЇ АКТИВНОСТІ СТУДЕНТІВ У НАВЧАННІ ТЕОРЕТИЧНОЇ ФІЗИКИ

The article deals with the theoretical aspects and practical implementation of the author's methodical approach to the systematic support and development of students' cognitive activity in teaching theoretical physics at a pedagogical university as a determining factor in improving the quality of the educational process. The author noted that the problem of increasing of the level and quality of fundamental training of pre-service physics teachers in accordance with the requirements of state regulatory documents in modern educational conditions is urgent, complex and multifaceted. The author analyzed the main factors of formation of stable internal motivation of students for active educational and cognitive activities. In accordance with the didactic principle of fundamentality and professional orientation, methodological principles of personally oriented teaching of theoretical physics at a pedagogical university is proposed. The author highlighted methodological aspects of formation, support and development of cognitive activity of students in the teaching of theoretical physics based on the application of active methods, methods and forms of learning, which encourage them to active thinking activity as much as possible, form a culture of mental work and independent practical actions. The list of active methods includes: creation of problematic situations, discussion of physical paradoxes, implementation of the principle of historicism in education, mathematical modeling of researched objects and solving of interesting non-standard problems, drawing up reference summaries, structural-logical diagrams, comparative tables based on literary sources; the use of modern ICT training and program-pedagogical tools of various didactic purposes (demonstration, simulation, modeling, control, testing), the use of interactive technologies (educational discussions, round tables, work in large and small groups) and methodological techniques of the professional direction («Acquaintance» . students' mini-lecture, «The game of misunderstanding», «Say it easier», «Hyperlinks»). Fundamental importance is attached to the solution of the mentioned problem of the teacher's own motivation to work and professional self-improvement, because, as its known, a real teacher prepares his whole life for his best lesson. Key words: professional competence of the future physics teacher, theoretical physics, cognitive activity.

The Construction of Identities in the Pre-Service Training of Social Sciences Teachers

We live in a global society in which conflicts arise from the non-acceptance of existing diversity. To achieve more inclusive and fair societies, it is necessary that education and, specifically, Social Sciences, attend to the development of identities from the school itself. We present a qualitative case study with Primary Education teachers in initial training at two Spanish universities: the Autonomous University of Barcelona and the University of Seville. By means of a questionnaire with open and closed questions, we explored the representations of future teachers on the construction of their identity, as well as their practical perspectives on the approach to identities in the primary classroom. Quantitative and qualitative techniques were used for data analysis. The most relevant results of the study indicate that in the two cases analyzed the students have a mixed perspective on the construction of their identities, in which the elements linked to local, social, and linguistic contexts are more important. In relation to the approach to identities in the classroom, there are some differences and similarities between the groups that make us reflect on the need to promote a model of initial training that links the teaching of identities not only with knowledge of our present and past, but also with social transformation and the future.

Ethical values of teachers: Differentiation according to regular physical activity

This study, it was aimed to determine the predisposition levels of teachers and pre-service teachers to ethical values. The sample of the study consisted of 1305 educators, 784 teachers, and 521 pre-service teachers in 15 different branches in the 2021-2022 academic year. The sample of the research conducted in the relational survey model was selected by a simple random sampling method. In the research, the Inclination to Ethical Values Scale developed by Kaya (2015) was used as a data collection tool. The scale has three dimensions: Love, justice, and cooperation. In the analysis of the data, mean, standard deviation, frequency, percentage, Mann-Whitney U test, and Kruskal Wallis test were used and .05 significance level was taken into account in the interpretation of the data. According to the research findings, teachers and pre-service teachers got very high scores on the scale. While there was no difference in gender for the level of susceptibility to ethical values; significant results were founded-determined in favor of teachers in terms of status; in favor of physical education teachers in-branch comparison; in favor of those with more than 16 years of service according to professional seniority and in favor of those who do regular physical activity. As a result of the research; it has been seen that teachers and pre-service teachers are very inclined to ethical values and they internalize the value of love the most. Planning functional pre-service and in-service training for pre-service teachers who have not yet started the profession or for teachers who are newly started to the profession. In-depth research is recommended to examine why teachers who engage in regular physical activity have a high ethical orientation.

Seeing the wood for the trees: Insights into the complexity of developing pre-service teachers’ digital competencies for future teaching


 
 
 Developing digital competencies is a critical component in pre-service teacher training for future practice. However, this is a complex process which includes a range of strategies, and little is known about how they should be implemented. Methods that can address this complexity are needed to improve understanding of strategies to develop digital competency in teacher training. In this paper, data mining approaches are used to explore this issue, through analysis of preservice teachers’ experiences with six key digital competency strategies. Specifically, association rules analysis was conducted on a questionnaire dataset of 931 pre- service teachers’ experiences in their training, with 24 different practices representing the sixstrategies. Results showed four distinct clusters of associated strategies, which illustrates how the approach was able to reveal some complexity among digital competency strategies. The most important strategies were Authentic Experiences, Instructional Design and Role Models, showing multiple relationships and effects across all four clusters. Implications for practice suggest certain combinations of strategies are necessary to support pre-service teachers’ developing digital competencies. Future directions for research are discussed.
 
 

The situation of implementing the homeroom teacher competencies through practicum for pre-service teacher training in Vietnam

The research determines the situation of implementing the homeroom teacher competencies for pre service teachers along with practicum in Vietnam, in regard to training teacher adapting national curriculum innovation in Vietnam. There were 342 participants involving data collection. They are pre-service teachers, lecturers from pedagogy universitie. The findings show that homeroom teacher competencies play an importance part in teacher training. Pre service teachers often performed competencies during practicum. However, the effectiveness of implementation was uneven, especially the competencies of psychological counseling for students. Student teachers had many difficulties in implementing activities in the real classroom. Common areas of activity should be diversified between universities of pedagogy and schools tighterly to increase the time student teacher practicum at school in the role of homeroom teacher. The factors should forcus on improving the homeroom teacher competencies for student teachers along with practicum to develop the professionalism of pre-service students to prepare for future careers.
 
 Keywords: Homeroom teacher, practicum, pre-service teacher, teacher training, competency

중등 예비교사의 교직 적⋅인성 분석 연구

Objectives The purpose of this study was to analyze the teacher aptitude and character test in-depth for the secondary school pre-service teachers and to derive implications for the pre-service teacher training programs. Methods The study analyzed the results of responses conducted for 5,026 cumulative students from 2018 to 2021 who completed teaching courses at A University’s a general college, a college of education, and a graduate school of education. Fundamental statistical analysis, one-way ANOVA, chi-square test, and Scheffé test were applied using Microsoft Excel 2016 and SPSS 23 for data processing. Results First, the annual average of the teacher aptitude and character test for pre-service teachers showed a significant increase. Second, among the 14 sub-areas of the teacher aptitude and character test, pre-service teachers showed the highest level in the sense of calling and teaching profession but the lowest in the sub-area of creativity and application ability. Finally, comparing the ratio of eligible pre-service teachers for the teacher aptitude and character test before and after the outbreak of COVID 19, the proportion of eligible teachers increased significantly in 2020 compared to 2019. Conclusions This study is meaningful in providing fundamental data for the development of more professional and practical pre-service teacher training programs in the future.

Knowledge of Dyslexia among Teacher Trainees in Malaysia

Teacher trainees are a critical group of professionals responsible for identifying students with dyslexia in schools. This study aimed to examine the common understanding and misconceptions concerning dyslexia among Malaysian primary school teacher trainees. The study was conducted using a set of questionnaires known as the Knowledge and Belief about Developmental Dyslexia Scale (KBDDS) developed by Soriano et al. (2015) to investigate teachers' general knowledge, symptoms and diagnosis, and treatment of dyslexia. The questionnaire consists of 36 questions that require a true or false answer. Ninety-nine teacher trainees participated in the study. The results showed that there was a moderate proportion of teacher trainees who were not familiar with dyslexia in terms of general information (34%, n = 39), symptoms and diagnosis (23%, n = 23), and treatments (32%, n = 32). Based on the results, we can conclude that there were teacher trainees who were unfamiliar with dyslexia regarding the general information, symptoms and diagnosis, and treatments. Teacher trainees need to master every aspect of dyslexia because it will help them to enhance their skills in teaching students with dyslexia. This study's implication for improving pre-service teacher training programs for preparing teacher trainees to master the issues related to learning disabilities, special education, and especially dyslexia are discussed.

TRAINING EFL TEACHERS THROUGH LOOP INPUT IN METHODOLOGY SESSIONS

The article explores the loop input approach as a special type of experiential training in teacher education. The research, conducted with 21 EFL trainee teachers at the Faculty of Foreign Languages, Pavlo Tychyna Uman State Pedagogical University is aimed at studying trainee EFL teachers’ attitude towards loop input-based training in methodology sessions and its capability to affect their reflective skills. The findings of the research allow the author to conclude that loop input training involves trainee teachers into their learning on multisensory level and ensures deeper processing due to the recursion, reverberation between process and content and through reflection over the newly gained experience with the possibilities of transferring it to their own teaching.
 Keywords: experiential training; loop input; EFL trainee teachers; EFL Methodology teaching; training sessions; Pre-Service Teacher Training (PRESETT) Curriculum on Methodology (Bachelor’s level); The New Generation School Teacher Project.

Improving pedagogical design in higher education: untangling the learning activity complexity through students’ declared performance


 
 
 Decision processes to improve pedagogical designs have been commonly based on the superficial comparison between learning design and students’ results. This article focuses on proposing other ways of analysing the learning experience in higher education by exploring the (1) “participant’s declared performance” (PDP) as a collection of complex data, as well as (2) the qualitative visual network analysis (VNA), as a sustainable technique, to be used for untangling the learning activity. For this purpose, a mixed-method naturalistic case study of a pre-service teacher training course in a Spanish university, run by one professor and with the participation of 58 students, is presented. Materials collected included course design documentation regarding tasks and performance roles, students’ blog posts and satisfaction questionnaires. Findings demonstrate that the joint analysis of various elements – including PDP and VNA – shows the correspondence between learning design and student’s experiences. It also highlights prominent design aspects and weaknesses and provides insights for improving the learning design in future course editions. The reflection on PDP and VNA’s use is an opportunity to provide, feasibly and sustainably, qualitative information for educators to research their pedagogical practices.
 
 

Applied in Organic Chemistry: Pre-service Teachers Training through Situational Simulation Teaching Method

Situational simulation teaching method (SST mentioned below) is a mature teaching method that has been applied. It has been widely used in foreign language, law, management, clinical and other fields, and has been proved to have good teaching effect. The quality of teachers is the key to improve the international competitiveness of China's education system. With the growth of China's population and the reform and development of education, the training of pre-service teachers has become a public concern. According to the existing research, most of the pre-service teachers have good academic and moral qualities, but there are still deficiencies in teaching ability, management ability and communication ability. .In view of this phenomenon, this paper puts forward a scheme of training chemistry pre-service teachers by using SST method through the way of organic chemistry teaching reform. The results show that SST method can improve students' learning quality and cultivate students' comprehensive abilities (including pre-service teachers' professional skills).

‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia

AbstractThe literature concerning pre-service training in music education for generalist primary or elementary school teachers reveals a long-standing problem for teacher educators: low or poor self-efficacy concerning the teaching of classroom music. Concurrently, a critical examination of training programmes has less often featured, with only limited discussion of digital approaches to classroom music-making constituting the focus of empirical research. Through a focused case study in one Australian university, 136 pre-service teachers participated in a face-to-face module of interactive music education which culminated in a peer-directed collaborative digital music-making project. Pre- and post-surveys were implemented with shifts in pre-service teachers’ self-efficacy measured according to Bandura’s self-efficacy scales. Legitimation Code Theory from the sociology of education then served as an overarching theoretical lens through which to appraise the findings. Despite an enduring self-concept as ‘non-musicians’, the results highlight positive shifts in self-efficacy through the utilisation of peer-directed digital music-making tasks, with implications for teacher training programmes more broadly situated.

Teachers’ Perceptions of and Concerns About Integrating Computational Thinking into Science Teaching After a Professional Development Activity

Although there is a lot of interest in the development of computational thinking (CT) and the benefits it could have for every student, integrating it into science classrooms may be more difficult than traditional teaching. This can be very challenging for South African science teachers. Thus, there is an increasing need to prepare teachers and systematically engage them in professional development activities to help them learn, unlearn, relearn and restructure their thoughts, perceptions and attitudes towards integrating CT in science classrooms. This study explored teachers’ perceptions and concerns about integrating CT in science teaching. Twenty-two science teachers from innercity secondary schools in South Africa were chosen to be part of this exploratory case study. Data were collected through take-home assignments and focus group discussions containing a series of open-ended questions. The concern-based adoption model was used as a lens to understand teachers’ stages of concern. Data were analyzed using thematic analysis. It was found that sampled science teachers viewed CT as a valuable tool that can help promote learners’ data management practices and problem-solving practices, especially in reducing complex problems to researchable problems. The findings also showed that teachers intend to integrate CT into their science classrooms by refining their existing practices. However, teachers showed high informational, personal and management-related concerns regarding integrating CT in South African science classrooms: they needed more practical and contextual ideas on strategically integrating CT in their daily lessons. Conversely, teachers showed limited concern at the unrelated, consequence, collaboration and refocusing stage. This suggests a need for teacher education programmes in South Africa to focus more acutely on training pre-service teachers on how to plan and design science instruction using computational thinking concepts and practices.

Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure

Engagement has been identified as an important predictor of student outcomes; therefore, teachers’ ability to accurately and objectively measure student engagement is essential and can assist teachers to make instructional decisions based on data rather than perception. The efficacy of training preservice teachers to observe engagement, using a previously validated observational tool that was digitised for this research, was investigated. Twenty-eight preservice teachers (PSTs) completed workshops on the use of this digitised momentary time sampling measure of child engagement as part of their teacher education program. Video clips of children in a range of activities were used to provide practice in using the measure. The correlation between PST estimation of engaged time and PST momentary time sampling data was near zero, indicating their informal estimates were inconsistent with their systematic observations. When using the engagement measure, PSTs demonstrated a mean agreement of 91.9% with reference coding for child engaged and nonengaged behaviour. PSTs rated the workshops and the utility of the measure highly. More importantly, findings indicate that the workshops were successful in training PSTs to use the engagement measure accurately, a necessary skill for data-informed practice in special and general education.

The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch

This case study investigates how teachers in a school with a large population of low-income students of color in the U.S. perceived students’ cultural capital and associated teachers’ roles. Twenty-seven teachers were interviewed and discussed four domains of cultural capital mismatch between students and teachers: behavioral, experiential, academic, and family norm. Teachers often characterized these misalignments as students’ deficits and undertook parenting or friendship roles. This study highlights the need to support and train pre-service and in-service teachers’ critical consciousness, so that teachers leverage students’ cultural tools to enhance instruction and to counteract deficit views of students of color.

Mobile-based aural oral skill lessons: The effects on EFL teacher trainees’ oral performance

EFL teacher-educators and teachers are seen as ignorant of teaching aural skills for referring to resource shortages is a common mechanism for their scapegoating. It hinders students’ opportunity to boost oral proficiency in the abundance of their smartphones in the classrooms to learn aural and oral skills. Hence, Moodle 3.0, a learning application, was used to create and deliver aural comprehension lessons by customizing audiovisual texts on social media to practice oral skills. A one-group-only quasi-experimental, Interrupted Time Series Design was employed to investigate the effect of mobile-based aural comprehension lessons on the general and specific oral skills’ performances of the preservice teacher trainees at Arba Minch Teacher Education College in Ethiopia. A total of 25 trainees of the 3-year diploma program were taken comprehensively as samples. To analyze data quantitatively, in addition to descriptive methods, Kruskal-Wallis, and Wilcoxson’s Signed Rank Tests were run to inferentially determine the significance of differences in the effects across the oral sub-skills and on the trainees’ general oral performance, respectively. Thus, the results disclosed that mobile-based aural oral skill lessons had positive significance in the trainees’ general oral performance without significant differences in the effects in performance across the oral sub-skills. Finally, the researchers recommended others to investigate and minimize first language interference and pronunciation problems of EFL learners. The EFL teacher trainees’ learning styles should also be further studied to understand the effect of mobile-based aural-oral skill lessons on their EFL learning/studying habits after the exposure to mobile-based lessons.

Enhancing Oral Academic English as a Medium of Instruction (EMI) through self-regulated Listening to Authentic Educational Podcast

This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely unaffected. The positive results have promising educational implications suggesting the possibility of using this package of intervention in pre-service and in-service teacher training programs to enhance EMI teachers’ oral English for instructional ends.

Enhancing EFL pre-service teachers’ affordance noticing and utilizing with the Synthesis of Qualitative Evidence strategies: An exploratory study of a customizable virtual environment platform

Although numerous studies have reported educational benefits of virtual environment (VE), little is known about whether the design-based learning project of developing VEs contributes to pre-service EFL teachers’ noticing and utilizing of its pedagogical affordances. Drawing on the affordance theory and the synthesis of qualitative evidence (SQD), this study first aimed to explore the pedagogical affordances of VEs noticed by 78 Korean EFL pre-service teachers. It further investigated how the participants gained benefits in noticing and using these affordances from the SQD-based VE development project. We adopted a qualitative-dominant mixed research approach with multiple data sources, such as interviews, group discussions, reflective journals, and a survey. The findings reported four pedagogical affordances, including communication, engaging learning environment, constructability, and multimodal sharing. The findings also showed that the participants positively evaluated the SQD strategies for noticing and utilizing those affordances in their projects by activating their teacher agency. The study suggests the SQD strategies for the interactive learning environment in which EFL pre-service students can be trained to activate their agency in noticing and using ICT affordances. Academic and practical implications for pre-service teacher training and future research are suggested.