Understanding Of Pre-service Teachers Research Articles

Social Emotional Learning in Teacher Education: Biographical Narrative as a Method for Professional Development

Social emotional learning (SEL) of teachers is crucial both to teachers and their students. Thus, teachers’ professional development should focus on cognitive, emotional, and social skills in order to promote teachers’ identity formation. Teacher professional development is a life-long process that begins in teachers’ education. The Biographical Narrative, the story about our lives, was chosen as a method with the potential to promote SEL. Eighteen preservice teachers participated in a workshop focusing on emotional and social skills as part of professional development and shared their Biographical Narrative with the group. Data from the reflections of 12 participants were collected and analyzed qualitatively. The purpose of the study was to understand preservice teachers’ perceptions about their professional development, and the contribution of the Biographical Narrative to the social emotional learning of the tellers, the listeners, and the group. The findings revealed that the participants related to cognitive, emotional, and social aspects of development. The developmental process occurs throughout all stages of the method—planning, performance, and reflection. In addition, the Biographical Narrative influenced not only the tellers, but also the listeners and the group. Implications are discussed regarding teachers’ professional development as preservice teachers and as teachers in their work in schools.

Navigating controversy and neutrality: pre-service teachers’ beliefs on teaching climate change

Teachers’ climate change knowledge, beliefs, and the controversy surrounding the topic influence their curricular decisions. However, there’s limited understanding of pre-service teachers’ competencies and beliefs to address controversial aspects. This qualitative interview study with nine pre-service teachers in Switzerland explores their perspectives across the audience segmentation groups of Global Warming’s Six Americas and their preparedness to teach controversial aspects. The thematic analysis revealed distinct differences. Teachers’ beliefs influenced their teaching intentions, avoiding bias and controversy. Factors like inadequate pedagogical and content knowledge, the controversial nature of the topic, and perceived pressure result in teachers adopting a neutral stance. Yet, the interpretations of ‘controversy’ and ‘neutrality’ vary individually and contextually. Climate change is often approached as a scientific issue, focusing on private sphere actions, neglecting critical discussions, and hampering transformative learning. These findings highlight the importance of recognizing diverse perspectives in addressing controversial aspects – with implications for teacher education.

Education for sustainable development in primary school: Understanding, importance, and implementation

There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated.<br /> Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method.<br /> The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.

L2 communication apprehension and communicative competence of pre-service English teachers

Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.

Preservice Elementary Teachers and Future Civic Teaching

In order to strengthen civic education in elementary schools, research is needed to understand preservice teachers’ ideas about civic teaching. The current study examined the degree to which elementary preservice teachers’ civic competencies (i.e., civic awareness, dispositions, and interpersonal skills) and the grades they plan to teach are associated with expected future civic teaching. Survey data were collected from 235 undergraduate students majoring in early childhood or elementary education. Results from hierarchical multiple regression showed that greater civic awareness and lower levels of trust in the American promise were associated with expected future teaching about politics, while greater civic awareness, stronger commitment to social issues, and better interpersonal skills were associated with expected future teaching about community engagement. Additionally, those who plan to teach the upper elementary grades (third–fifth) were more likely to report that they will teach about politics and community engagement in their future classrooms when compared to those who plan to teach younger grades (PreK–second). Practical implications for preservice teacher preparation are discussed.

The implementation of metacognitive strategies in students’ teaching practice in microteaching class

A B S T R A C T Microteaching classes can be a challenging area of negotiation between personal and professional values which can help and provide pre-service teachers understanding and opportunities to hone their teaching and learning process better. This research aims to identify the application of metacognitive strategies in the preparation process for teaching practice in microteaching classes, by focusing on the research questions regarding the implementation of metacognitive strategies in teaching practice exercises and students’s motivation to apply metacognitive strategies in micro-teaching classes. A qualitative case study method was used to answer these two research questions by employing purposive sampling with three participants in a micro-teaching class (semester five). The study reveals that students applied metacognitive strategies of goal-setting, planning, monitoring, and evaluating strategies to enhance their teaching practices. These strategies are influenced by internal and external motivation factors, such as intuition, personal experience, and self-awareness. Nevertheless, as this study involved a small group and did not focus on real classroom practices, future studies are suggested to involve more participants and combine methods to track both the immediate and long-term effects of using metacognitive strategies in teacher training.

Exploring Project-Based Learning in the SVVR Environment: An Epistemic Network Analysis of Pre-service EFL Teachers

Background:The goal is to explore how pre-service EFL teachers develop spherical video virtual reality (SVVR) projects, applying technological (TK), pedagogical (PK), and content knowledge (CK). Methodology: The data was collected from artifacts of pre-service EFL teachers' SVVR, and then analyzed using epistemic network analysis, a quantitative ethnography analysis. Findings: The pre-service EFL teachers primarily utilized TK features when designing virtual reality projects. These projects incorporated text-to-speech (TTS) to offer authentic speakers. Conclusion: This study showcased the extent to which pre-service EFL teachers developed their virtual reality projects and the features they used. Originality: Our study, utilizing epistemic network analysis, adds a layer to the common analysis, enriching the understanding of pre-service teachers' SVVR projects.

Preservice Teachers’ Assessment Literacy Within Models-Based Practice

Purpose: Using the assessment literacy framework, the purpose of this study was to explore preservice teachers understanding and enactment of the message system during an early field experience. Method: Six PTs employed SE seasons totaling 540 min. Seven qualitative data methods were utilized. Data analysis included deductive and inductive analysis using a thematic approach. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results: Three main themes derived from the data included: instructional decisions were driven by the SE model and informal assessment; formal assessment was driven by the structure of SE; and high assessment value but low assessment literacy. Discussion/Conclusion: The SE model drove PTs to use formal assessment, but primarily in an evaluative manner. The PTs lacked assessment literacy, felt pressure to follow the model, did not use assessment to inform teaching, and had concerns for future assessment use.

Seeking the masculine with the feminine: P-6 pre-service teachers’ views on teaching about the 2020 US presidential election

As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.

The dialogical self and the multiplicity of I-positions: Experiences of becoming a teacher in the international practicum

The internationalisation of education poses local challenges for training pre-service teachers to navigate new and unfamiliar education contexts. For Chinese language teachers in Australia and beyond, undertaking initial teacher training has been informed by China’s wider agenda regarding the worldwide promotion of Chinese language. Building upon Dialogical self theory, this paper adopts traditions from autoethnography to unpack a Chinese novice teacher’s learning journey during a placement in an Australian Chinese language learning classroom. We focus on the lead author’s conflicted identity and how this identity was positioned and repositioned in response to contexts and through dialogue with the self and with others. This paper offers an alternative approach to understanding pre-service teachers’ learning and professional development, providing insight into how the practicum can be improved to better support Chinese international pre-service teachers who are navigating unfamiliar contexts.

Q methodology as an integrative approach: bridging quantitative and qualitative insights in a mixed methods study on mathematics teachers' beliefs.

This study explores the beliefs of pre-service mathematics teachers regarding the teaching and learning of mathematics. We employed a mixed methods approach, combining quantitative Likert-scale surveys and Q methodology, an integrative quantitative and qualitative approach. A sample of 33 pre-service teachers participated in the study. Initially, Likert-scale surveys were used to ascertain general trends in belief orientations. Subsequently, the same participants engaged in a Q sort exercise, which allowed for a nuanced exploration of individual belief systems by prioritizing the same survey statements within a forced-choice grid. Qualitative interviews further enriched these findings. Q methodology analysis identified distinct belief profiles, characterized by their prioritization of specific educational practices and the contextual and subjective interpretations that underpin these preferences. The qualitative interviews provided deeper insight into the reasoning behind participants' choices in the Q sort, illustrating the complex, sometimes contradictory nature of personally held beliefs that traditional Likert-scale approaches may obscure. Our results underscore the utility of combining Q methodology with conventional teacher belief survey techniques to achieve a more holistic understanding of pre-service teachers' beliefs. This approach reveals the complexity within individual belief systems and highlights the potential for mixed methods research to refine the measurement and interpretation of psychological constructs in educational settings.

Exploring pre-service teachers’ experiences of engaging in sustainable environment: a Turkey-Italy eTwinning Project

The research initially delves into the outcomes of an international eTwinning project focused on heightening awareness among future primary school teachers about the causes and consequences of climate change within the framework of sustainable environmental education. Employing qualitative research methodologies, the investigation took the form of a case study. The participant group consisted of 13 pre-service teachers studying at Mersin and Balıkesir Universities in Turkey as well as the University of Palermo in Italy in the academic year 2021-2022. Researchers utilized a semi-structured interview format crafted specifically for the study. The objectives encompassed enhancing the understanding of pre-service teachers regarding sustainable environmental education, fostering their familiarity with eTwinning to enable cross-cultural interaction with other European pre-service teachers. Furthermore, emphasis was placed on elevating pre-service teachers' awareness about foreign language utilization and the integration of information and communication technology (ICT).

Exploring pre-service teachers’ intention to use virtual reality: A mixed method approach

Despite the increasing integration of virtual reality (VR) into classrooms globally, there is a dearth of empirical evidence concerning perceptions and behavioural intentions of pre-service teachers to employ the technology in Nigerian classrooms, particularly within the Technology Acceptance Model (TAM) framework. Consequently, this study examines pre-service perceptions and behavioural intentions to use VR. To accomplish this objective, we engaged pre-service teachers who voluntarily participated in this study by filling out an online survey for data collection. Quantitative and qualitative data were collected and analyzed using variance-based structural equation modelling, SmartPLS, and Atlas.ti, respectively. This data triangulation provided a comprehensive understanding of pre-service teachers' perceptions and behavioural intentions to use VR. Our findings, among others, reveal that perceived usefulness strongly predicts pre-service teachers' readiness and behavioural intention to use VR. This finding contributes to the ongoing discourse on how teachers, particularly trainee teachers, make decisions to integrate emerging technologies like VR in their classrooms, thereby offering valuable insights for policy formulation to enhance teacher training programs, especially regarding technology integration in Nigerian classrooms. It also emphasizes the importance of equipping teachers to address challenges related to adopting innovative technologies.

Pre-service teachers’ perceptions on eliciting learners’ knowledge in a mixed-reality simulation environment

Background: Concerns have been raised about the inconsistency and quality of pre-service teacher preparation, especially in reading literacy. Mixed-reality simulations can potentially revolutionise initial teacher education by offering realistic, risk-free practice opportunities to master reading practices.Objectives: This study explores pre-service teachers’ perceptions of: (1) interacting with avatars, (2) teaching core reading skills, particularly eliciting background information on informational text, and (3) using an action review cycle within a mixed-reality simulation environment.Method: A qualitative exploratory case study design was used in this study in order to document pre-service teachers’ perceptions of engaging within a mixed-reality simulation environment. A purposive sampling strategy was used to select participants for this study. Data were analysed using thematic analysis.Results: Findings reveal that pre-service teachers valued interacting with the avatars and appreciated the unique focus on eliciting learners’ background knowledge, a core reading practice. They typically teach full lessons with limited genuine engagement during microteaching opportunities, making this an interesting experience. They highlighted the mixed-reality simulation’s features, such as pausing, redoing, and receiving immediate feedback. The simulator allowed them to concentrate on skill mastery rather than staging lessons for grades.Conclusion: This study concludes that pre-service teachers’ skill development benefits from deliberate practice opportunities designed to enhance complex skills. Mixed-reality simulations could reshape how student teachers are prepared for reading instruction.Contributions: This research contributes to the understanding of pre-service teachers’ perspectives on teaching core reading practices in a mixed-reality simulation environment.

Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK

Climate Change and Sustainability Education (CCSE) has been gaining prominence with the imminent climate emergency humanity is facing. This paper draws upon a conceptual framework created to support the development of preservice teachers’ subject knowledge of CCSE whilst undertaking Initial Teacher Education (ITE) programs in England. The core aims and learning outcomes within the framework, namely knowledge; attitudes, values and behaviours; and competences and capabilities, are defined to illustrate what subject knowledge looks like, in this area, for preservice teachers in England. This paper highlights data gathered from 71 preservice teachers via an initial presurvey from three ITE institutions across England. The data were gathered from Early Years and Primary and Secondary phase trainees across both postgraduate and undergraduate programmes. The presurvey captured a range of qualitative and quantitative responses from preservice teachers to showcase priority areas, from their perspective, in the teaching of CCSE. The responses were coded and then themed according to the three aims and learning outcomes of the framework (knowledge; attitudes, values and behaviours; and competences and capabilities) to understand preservice teachers’ views on CCSE at the start of their courses. The findings suggest that preservice teachers lack key subject knowledge in CCSE to teach it effectively in schools. Hence, this paper recommends further work needs to be carried out to embed CCSE work in ITE courses across England. It is further suggested that the CCSE framework highlighted in this paper can act as a key national document to support ITE institutions to conceptualise the teaching and learning of CCSE across their ITE programmes.

Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique

Considering teachers’ roles in developing children’s scientific literacy in preschools, a better understanding of pre-service teachers’ conceptualizations about scientific inquiry and scientists’ practices that have an impact on the science teaching practices offered to their future students is very much needed. Stereotypes were examined here as a component or root for many of the explanations for pre-service teachers’ conceptualizations about scientists. Aligned with the interpretivist paradigm, this phenomenographic study was, mostly qualitative in nature, specifically concerned with exploring pre-service teachers’ stereotypes of scientists by using the repertory grid technique, in which they perceived and differentiated between scientists. 119 early childhood pre-service teachers were recruited. Various types of analysis were carried out to analyze the data gathered in each repertory grid. We investigated the original 66 elicited bipolar constructs into 28 aggregated bi-polar construct groupings, systematically categorized into four bi-polar categories: (1) Recognition vs. Disregarded, (2) Scientific Integrity vs. Misconduct, (3) Communal vs. Dissociation, and (4) Agentic vs. Passivity. The findings suggest that pre-service teachers had typical stereotypical traits of scientists like being introverted, intelligent loners, into experiments and masters in their field with often-unrecognizable female figures. However, there was no association between gender, grade, and stereotypes of scientists elicited in the study. These types of stereotypes of scientists might potentially threaten effective science teaching at early ages. Science education practices can be rooted in these stereotypes of pre-service teachers. Considering these findings, structural changes in science education practices in teacher education programs are very much needed. This study also seems to confirm the importance of using the repertory grid technique as a good starting point to expose especially the implicit stereotypes of pre-service teachers about “who does science”, “how scientists think” and “what scientists do” before their actual actions in future classrooms.

A phenomenological analysis of the emotional experiences of graduate preservice student teachers in Indonesia

Background: Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers’ emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major themes (i.e., sociocultural, moral, professional, physical, and political). Methods: This study examined emotional geographies of 15 graduate preservice student teachers of Teacher Training and Education Faculty of Mulawarman University during their teaching practicums. Moreover, this study used a qualitative design involving semi-structured interviews with 15 graduate students who completed their teaching practicums. Results: The participants experienced all emotional geographies (sociocultural, moral, professional, physical, and political) that reshaped their beliefs and teaching styles, especially related to teaching undergraduate students. These emotions are generally experienced when the participants deal with the students and cooperating teachers. Conclusions: It was found that teachers needed to be strict when instilling discipline in their students, develop friendships with their students to maintain classroom control, and require comprehensive preparation to create teacher's confidence and answer their students' questions. In effect, the theoretical framework of emotional geography when teaching undergraduates during practicums gave student teachers valuable experience to cope with all common teaching challenges and professional growth.

Implementation of Loose Part Play STEM (Science, Technology, Engineering, and Mathematics) Media on STEM Understanding of Pre-service Teachers: A Case Study in Serang City, Indonesia

This study aimed to implement the STEM (Science, Technology, Engineering, and Mathematics)-based Loose Part Play Media on an understanding of cerebral palsy pre-service teachers in the city of Serang. The participants in this study are cerebral palsy pre-service teachers in Serang, Indonesia. The participant was 21 teachers. The method in this activity is a case study. The results showed that increasing of the STEM understanding was 26.2. It can be concluded that the STEM-based loose part play media can increase the STEM understanding of the pre-service teachers to find solutions to the problems faced by cerebral palsy pre-service teachers in Serang. An increase in understanding achievement indicates this through loose part play STEM of 26.2 (seen from the initial and final test), and the pre-service teacher's understanding of STEM-based loose play part media is 82.5.

Exploring Pre-service Teachers' Perspectives on TPACK: Technology, Pedagogical, and Content Knowledge

In the context of educational transformation, the integration of innovations into teacher education programs is essential for enhancing the effectiveness of the teaching-learning process. Teachers must possess comprehensive content knowledge to incorporate suitable pedagogical practices and create technologically enriched educational environments. Teaching is a dynamic endeavor demanding a diverse range of knowledge and skills from educators, encompassing personal qualities, vocational expertise, and instructional abilities. This research focuses on investigating pre-service teachers' perceptions of Technology, Pedagogical, and Content Knowledge (TPACK). Conducted on 200 pre-service teachers from HNB Garhwal University, the study utilized a TPACK questionnaire with seven components. Employing descriptive quantitative research methodology, the analysis revealed that preservice teachers generally held an average and positive perception of TPACK. Gender and subject stream influenced the Technological Pedagogical Content Knowledge (TPCK) domain, while no significant differences were found in other components. Furthermore, locality and educational qualifications showed no significant impact on TPACK perception. Overall, the findings underscore the importance of understanding pre-service teachers' perspectives on TPACK to inform and improve teacher education programs.

Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach

The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by analyzing their written responses to authentic classroom scenarios, with these responses also providing information about participants’ reasoning about the scenarios. While participants’ responses seemed to be evidence-informed in many ways, there were also indications of the opposite, such as limited consideration of educational research in pedagogical decision-making. The results contribute uniquely to an understanding of pre-service teachers’ beliefs and reasoning about educational issues. As such, they may help researchers and teacher educators to better understand the beliefs pre-service teachers hold, as well as to facilitate further development of these beliefs. Implications for future research and teacher education are discussed.