Understanding Of Pre-service Teachers Research Articles

An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools

Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (n=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages.

THE KNOWLEDGE OF STUDENTS’ MATHEMATICS LEARNING: A CASE STUDY ON PRE-SERVICE TEACHERS IN A NORMAL UNIVERSITY IN CHINA / 职前教师对学生数学学习知识的掌握——基于某师范院校的研究

This study is to provide a better understanding of pre-service teachers’ knowledge of students’ mathematics learning through the rubrics of trigonometric function. Participants are 6 pre-service teachers from a level normal university. The method of TELT is considered in this study to analyze the factors which can have effect on their understanding. The results show that pre-service teachers always take for granted students’ learning and cannot predicate the possible difficulties during their learning and cannot grasp the keystone for breaking through difficulties. It because they cannot know the process of mathematics genesis and development and mathematics essence hidden in the formulas. The results also show that pre-service teachers cannot ascertain the students’ mistakes in cognition. And, without the proficiency of mathematics history, pre-service teachers cannot predict and understand students’ mathematics learning process. 本个研究的目的是为了更好地了解职前教师对学生数学学习的了解。研究对象为来自某高师院校的6名师范生，通过TELT方法，分析了影响师范生对学生数学学习理解的因素。结果表明，职前教师总是把学生的学习心理视为理所当然，不能预测学生在学习过程中可能遇到的困难，不能把握突破困难的重点。究其原因，在于对数学发生发展的过程和隐藏在公式中的数学本质一无所知。研究结果还显示，职前教师无法确定学生错误认知方式的来源。同时，如果不能熟练地掌握应有的数学史知识，职前教师无法预测和确定学生的数学学习心理。 Article visualizations:

Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

Impact of 21st-Century Collaboration on Pre-Service Science Teachers’ Understandings of Acid-Base Concepts in Selected Science Colleges of Education in Ghana

This study investigated the impact of 21st-century collaboration on pre-service teachers’ comprehension of acid-base concepts in selected science colleges of education in the Volta Region of Ghana. A pre-test/post-test quasi-experimental design with a non-equivalent control group was used in this study. The Acids-Bases Chemistry Achievement Test (ABCAT) was adapted from Damanhuri, Treagust, Won, and Chandrasegaran, (2016) to evaluate the extent to which pre-service science teachers in Ghanaian science colleges of education achieved the intended curriculum on acid-base concepts, specifically, concentration in mol/dm3 or g/dm3, properties of acids and bases, pH, pOH, neutralisation reaction and titrimetry. A sample of 52 second year pre-service science teachers from two intact science colleges of education was conveniently selected to participate in the study. An ABCAT comprising 19 items made up of 10 multiple-choice items and nine two-tier multiple-choice items was administered to pre-service science teachers as pre-test and post-test. Students taught with the 21st-century collaboration performed better than those taught using the Lecture method (LM) concerning acid-base conception when one-way between-group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment was conducted on ABCAT. The results suggest that 21st-century collaboration facilitated the conceptual understandings of pre-service teachers in the experimental group.

ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL

This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior. Keywords: digital storytelling tool, natural sciences didactics, technology education didactics, pre-service teachers’ digital age, pre-service teachers’ status, TAM model.

Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements

AbstractDeveloping the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact of these experiences on their attitudes towards students with special needs and their readiness to teach in mainstream inclusive settings. Sixteen of the participants had completed 2 or more placements. Data were collected using semistructured interviews and analysed to categorise the observed and enacted practices and define themes that contribute to a deeper understanding of preservice teachers’ learning about inclusion through their practice in schools. The 4 identified themes show that contact, responsibility for instruction, modelled practices, and expectations for student learning all have significant impacts on the quality and outcomes of preservice teachers’ placements. Findings suggest that placement settings do not consistently represent contexts where aspiring teachers are exposed to the types of meaningful contact or successful experiences claimed to be fundamental preparation for inclusive practice. The implications for the preservice teachers themselves and for their future practice are discussed.

Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model

ABSTRACT Background: As schools become more diverse, preservice physical educators remain predominantly White from middle class backgrounds. There is a need to provide future teachers with cultural awareness and social justice training. The culturally relevant physical education framework provides three steps to follow, the tenets of which align with the teaching personal and social responsibility model. Occupational socialization theory is a useful lens for understanding preservice teachers’ receptivity to new pedagogical practices based on their initial socialization into the field of physical education. Purpose: To understand the ways in which socialization experiences influenced the development of culturally relevant physical education through the teaching personal and social responsibility model while teaching in an afterschool program in a high-poverty school. Data collection and analysis: A phenomenological case study approach was utilized with twelve preservice physical education teachers (eight males, four females) serving as participants. The study occurred over the span of two semesters within methods courses and associated early field experiences. Data sources included critical incident reflections, weekly online journal responses, writing assignments, field notes, systematic observations and reflections, and semi-structured interviews. Inductive and deductive analysis occurred with constant comparison across each data source throughout open and axial coding and theme development. Findings: Qualitative data analysis resulted in the construction of three themes: (a) getting to know the public, (b) the acknowledgement of cultural distance, and (c) bridging the gap. Preservice teachers struggled initially, feeling uncomfortable in the new setting and placing blame on the students. Over time, they progressed towards getting to know more about the student’s daily experiences and home lives. Ultimately, they developed relationships and value for their students and a deeper understanding of how they may be able to alter their teaching to meet their students’ needs. Discussion: The themes were well aligned with the steps of culturally relevant physical education. Further, the preservice teachers made consistent reference to the teaching personal and social responsibility model as a guide in the process of reformulating their subjective theories of physical education to meet student needs. Physical education teacher education programs should consider incorporating both the culturally relevant physical education and the teaching personal and social responsibility model into their development as they promote understanding of and connections with their students. Further research should be conducted to understand how preservice teachers may further their depth of knowledge and connection to their students’ lives outside of the school setting.

Teacher School Mental Health Literacy Survey: A Validation Study

Since teachers play an instrumental role in identifying students with social-emotional or behavioral (SEB) concerns, there is a need to assess and improve teachers’ knowledge in relation to children’s mental health. This study examines the psychometric properties of one such measure Teacher School Mental Health Literacy Survey (TSMHLS) within a sample of pre-service teachers (n = 38.) The survey assesses the mental health literacy of teachers as it relates to students and within the classroom context. Data analyses were run to explore the internal reliability, discriminant validity, and feasibility of the survey. Analyses indicate moderate to high reliability (Cronbach’s alpha=.743), providing psychometric support for the use of the TSMHLS with pre-service teachers. Pre-service teachers’ discrimination between clinical symptomology and typical development was significant, providing further support for the survey’s use in understanding pre-service teachers’ knowledge of SEB concerns. Finally, feasibility was assessed through average completion time for the online survey (24 minutes), and results indicate that the survey could be feasibly implemented during pre-service teacher training. These findings lend support to the TSMHLS as an appropriate measure to evaluate pre-service teachers’ knowledge of student mental health.

Czech secondary pre-service teachers’ conceptions of geography

ABSTRACT The status of geography as a separate school subject in Czechia is being increasingly questioned as pupils’ interest in it is declining. Pre-service teachers (i.e. teacher trainees at universities) are key players in recontextualizing geography education in the future. Therefore, understanding pre-service teachers’ conceptions of geography and its teaching are crucial. This article reports on the results of a survey of Czech secondary pre-service teachers’ conceptions regarding geography and its teaching. Our contribution to the literature extends existing knowledge by using a latent class analysis providing deep insight into the conceptions of geography and its teaching. The survey was conducted among a group of 114 secondary pre-service geography teachers studying at five universities in Czechia. A classification of conceptions of geography and its teaching developed by Simon Catling served as an analytical framework. The findings indicate that a majority of Czech pre-service geography teachers had a descriptive, information-oriented, and non-relational conception of geography and its teaching. The research results showed two homogenous groups of pre-service geography teachers: knowledge-oriented essentialists and learner-centred progressivists. This paper concludes by suggesting implications for pre-service geography teacher education.

Understanding diversity and the educational needs of students with exceptionalities: a case study of simSchool

This paper provides an overview of a study that sought to explore the use of the simulation-based learning platform, simSchool, on pre-service teacher's understanding of diversity and the educational needs of students with exceptionalities at ten universities in the USA and Puerto Rico. This study was designed as a mixed methods case study and conducted at ten universities in the USA and Puerto Rico. Data for this study was collected from three sources, quantitative data from the Multicultural Awareness Survey (MAQ) and the Classroom Management, Differentiated Instruction and Literacy (CM-DI-Lit) survey, and qualitative data from the simSchool Reflection Questionnaire (SSRQ). The analysis of the data indicates that the use of the simSchool platform increased pre-service understanding of diversity and increased their understanding of the educational needs of students with exceptionalities, differentiated instruction and classroom management.

Understanding diversity and the educational needs of students with exceptionalities: a case study of simSchool

This paper provides an overview of a study that sought to explore the use of the simulation-based learning platform, simSchool, on pre-service teacher's understanding of diversity and the educational needs of students with exceptionalities at ten universities in the USA and Puerto Rico. This study was designed as a mixed methods case study and conducted at ten universities in the USA and Puerto Rico. Data for this study was collected from three sources, quantitative data from the Multicultural Awareness Survey (MAQ) and the Classroom Management, Differentiated Instruction and Literacy (CM-DI-Lit) survey, and qualitative data from the simSchool Reflection Questionnaire (SSRQ). The analysis of the data indicates that the use of the simSchool platform increased pre-service understanding of diversity and increased their understanding of the educational needs of students with exceptionalities, differentiated instruction and classroom management.

Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions

ABSTRACTTo support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service teachers in a profile group of high strategic learning skills and high collaboration dispositions showed the highest anticipated life satisfaction after five years. Obtaining a better understanding of pre-service teachers’ skills and dispositions will provide the basis for deeper exploration of how they may acquire these skills and how instruction can better be designed to assist students in developing these skills.

Pre-Service Teachers' Perceptions of Their Abilities to Teach Students with Special Needs by Integrating Technology in Their Classrooms

This inquiry is grounded in the theoretical framework of Technological Pedagogical Content Knowledge (TPACK). The study investigates pre-service special education teachers’ self-efficacy beliefs, their perceptions of technology use for learning and teaching, their pedagogical approaches, and the challenges they face. A case study research design was employed to acquire quantitative data. Questionnaires were administered to a sample of 81 pre-service teachers from one teacher training college. The questionnaire also contained open-ended questions. Quantitative data was analysed using the statistical package for social sciences (SPSS) version 21 software while responses to the open-ended questions were thematically analysed. This study found that the pre-service teachers' use of technology may have developed over time and through the personal use of the devices in their classroom practices. Although the pre-service teachers had varied self-efficacy beliefs, they had positive attitudes towards the use of technology. Findings also suggest that the pre-service teachers lacked TPACK skills to use technology. Although most findings reinforce what is already known about the field, this study is unique as these results are new for Kuwait and possibly more widely for the Middle East. The study recommends that TPACK workshops may not only enhance better understanding of pre-service teachers’ perceptions and beliefs about integrating technology to teach students with special needs but also provide increased support for them to improve their attitudes towards emerging technologies. Keywords: Pre-service teachers, students with special needs, technology and integrating DOI : 10.7176/JEP/10-35-12 Publication date: December 31 st 2019

Experience in another place: teacher learning from an overseas placement

ABSTRACT Overseas placements are promoted in many tertiary institutions as a valuable component of undergraduate programs. Institutional ethnography, as a mode of inquiry that begins in the actual doings of people, was employed in this study to understand preservice teachers’ perceptions of their learning from an innovative model of overseas placement. In this paper, we explore an ‘epistemology of experience’ facilitated by the features of this model; the ‘live-in’ nature and intensive mentoring provided by university academics. We argue that overseas placements, overly restricted by regulatory authorities, can make a valuable contribution to initial teacher education at the theory-praxis nexus.

ELT Preservice Teachers’ Conceptualization of Teaching Practice: A Metaphor Analysis of the Dynamics of Teaching Practice

Different from other studies on the metaphor analysis of pre-service teachers and their cognition on teaching, the present study adopted a larger perspective and investigated their conceptualization of the dynamics of the practicum, namely teaching practice, mentors, supervisor, students, lesson plan and materials. 35 pre-service teachers were asked to complete a metaphor elicitation task on six dynamics of teaching practice. Applying the conceptual metaphor analysis, 189 metaphors were determined and categorized for each concept. The overall results indicated that the pre-service teachers could conceptualize their beliefs on teaching practice dynamics referring to their experience. In line with their beliefs and attitudes, they chose the metaphors with positive or negative connotations. Some participants were positive about the practicum while some described the practicum with negative affective metaphors under the categories of pitfall and vagueness. Besides, the participants mostly used cognitive metaphors describing the authority of mentors and supervisors. In addition to the affective affirmative metaphors on the students, the participants described the students as out-of-control, referring to the classroom management problems. The contributions of lesson plan and material use were mostly appreciated with positive metaphors but the metaphors categorized under uncertainty and redundancy called for the participants’ need for supervision and support. The results of the study revealed that the pre-service teachers’ beliefs and performances were apt to be influenced with what they experience during the practicum. Through an understanding of pre-service teachers’ conceptualization regarding their experience, training and applications could be improved.

Exploring Pre-Service Teachers' Pedagogical Beliefs in Primary Education

Considerable research emphasized that pre-service teachers enter teacher education programs with beliefs about teaching and learning and relate their beliefs to the experiences they gained through their previous studies. Then, their pre-existed beliefs have been shaped through the teacher education. Therefore, understanding pre-service teachers’ pedagogical beliefs plays an important role in their professional development. The purpose of this research is to understand pre-service teachers’ pedagogical beliefs in primary education in Turkey. Pedagogical Beliefs Scale developed by the author is used in order to understand their pedagogical beliefs. Scale development included data from 553 pre-service teachers. To understand primary pre-service teachers' pedagogical beliefs, data gathered from 310 primary pre-service teachers. Findings revealed that majority of the pre-service teachers hold constructivist beliefs. Although there is no statistically significant difference among the primary pre-service teachers regarding the year they enrolled, statistically significant difference found in favour of female pre-service teachers. Findings of this research revealed that pre-service teachers hold compatible pedagogical beliefs with the demands of the primary curriculum in Turkey.

Technological Resources in Title 1 Schools: The Development of Preservice Teachers' Professional Identities

Professional identity was used to analyze the complex set of technological skills and understanding of pre-service teachers as they developed metacognitive behaviors. Multiple data sources were used to triangulate findings. Luehman’s (2007) perspective of professional identity was used to analyze the data using a Case Story of each participant’s development of a professional identity as they developed learning opportunities for students in Title 1 schools during their final internship. Findings indicated that the affordances of technology present both opportunities and challenges as pre-service teachers navigate and explore their professional identity while developing learning opportunities for student learning using technology.

UNDERSTANDING VIETNAMESE PRESERVICE TEFL TEACHERS’ TPACK DEVELOPMENT WITH DESIGN-BASED LEARNING VIA REFLECTIVE LEARNING

The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology-enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK development and the complex interrelationship between the seven knowledge components. Through content analysis of the participants’ reflective journals and thematic analysis of their interviews, the findings revealed that there was certainly some evidence of growth in some of their TPACK components although content knowledge, technological content knowledge, and pedagogical content knowledge were still limited. Both Design-based Learning environment and the reflective tool have proven to be useful platforms for the preservice teachers to enhance their learning experiences of technology use, and their willingness and confidence to apply what they learned in their future teaching practice.

Positioning children׳s literature to confront the persistent avoidance of LGBTQ topics among elementary preservice teachers

Using a queer theory and disrupting heteronormativity framework, we applied a model lesson in the elementary methods course to understand preservice teachers’ experiences with LGBTQ individuals and families and their beliefs about utilizing children׳s literature portraying LGBTQ families in the elementary classroom. Participants reported a range of personal experiences with LGBTQ individuals and families and relatively positive responses to the family text set presented but wavered on LGBTQ themed books due to perceived conflict, religious beliefs, and ideas about what is appropriate content for young learners. A discussion of the findings also includes preservice teachers’ intentions for future teaching related to LGBTQ topics. Implications for teacher education and social studies education are explored.

Understanding of Pre-Service Biology Teachers Students Toward Pedagogical Content Knowledge (PCK)

The Research Objective is to know understanding pre-service biology teachers students toward Pedagogical Content Knowledge (PCK) and to know teachers and lecturers responses to PCK of the pre-service biology teachers students on Field Practice. The research used qualitative approach with case study method. Research subjects were 40 students in semester VII at Department of Biology Education at a College in Cirebon. Techniques of collecting data used were interviews, observation, quisionare and documentation. Data analysis technique used was qualitative descriptive. The results showed that of the seven dimensions of PCK, four dimensions had been mastered by the pre-service biology teachers. Three dimensions of PCK that could not be mastered and understood. Supervising teachers and lecturers in the Field Practice responded positively to PCK of the pre-service biology teachers students. The conclusion of this research is that the understanding of PCK by pre-service biology teachers students is good, but the students still need to be equipped and trained to develop PCK component, the teachers and supervising lecturers provided positive and excellent responses to the basic teaching skills and PCK of the pre-service teachers students when they were conducting field practice activities.