Views Of Pre-service Teachers Research Articles

PRE-SERVICE TEACHERS’ VIEWS ON DIJITAL ADDICTION

The aim of this study is to show the views of pre-service teachers on digital addiction. The study group of the research consisted of Eskişehir Osmangazi University Education Faculty, social studies teacher, primary school mathematics teacher, English teacher, science teacher, special education teacher, classroom teacher, preschool teacher and psychological counseling and guidance (PDR) in the spring term of 2021-2022 academic year consists of 90 pre-service teachers studying at the 2nd, 3rd and 4th grades at the undergraduate level.Purposive sampling method was used while forming the study group of the research. As a data collection tool in the research, a semi-structured interview form, which was collected by e-mail in the online environment and formed by taking expert opinion, was used.The There have been a number of attempts by pre-service teachers to reduce digital addiction and they have often been unsuccessful. Analysis was used in the analysis of the data. Findings show that the students generally evaluated themselves as addicted. The students participating in the research stated that they spend most of their time in the digital environment for research, doing homework, communicating, following social media, shopping online, watching TV series and movies, listening to music and playing games.The students participating in the study stated that digital addiction caused them to disrupt their responsibilities and There have been a number of attempts by pre-service teachers to reduce digital addiction and they have been unsuccessful.

PRE-SERVICE TEACHERS’ VIEWS ABOUT THEIR COMMUNICATIVE COMPETENCE: AN ANALYSIS OF ESL STUDENTS' GROUP ORAL PRESENTATIONS AT TUMU COLLEGE OF EDUCATION, GHANA

Oral presentations are a major pedagogical activity recommended by the curriculum designers of the Bachelor of Education programme, which was implemented in 2018 in Ghana. In light of this, students are frequently called upon to work in groups and participate in oral group work. The study sought to find out the views of pre-service teachers of group oral presentations on their communicative competence and to assess the extent to which they exhibit communicative competence during group oral presentations. 112 third-year Bachelor of Education students at Tumu College of Education were purposively selected for the study. The questionnaire survey was responded to through Google Forms. The data was analyzed through SPSS, and the results were tabulated using percentages, mean and standard deviation. The study findings revealed that the group oral presentations created anxiety for students, though they proved to positively impact their language skills. Based on the students’ general acknowledgement of its positive impact they strongly endorsed the presentations as an important tool for language learning. The study further indicated that the students had knowledge of communicative competence as they rated themselves high in most competencies except a few areas, such as lack of confidence and not considering the socio-cultural background of colleagues during group presentations, among others. Hence, they needed more interactive instructional strategies that could help them boost their communicative competence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0171/a.php" alt="Hit counter" /></p>

교권침해에 대한 예비교사들의 인식 분석

Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.

Prospective Teachers' Views on Teaching Science Concepts

This study aims to investigate the views of pre-service teachers who have taken the "Science Teaching" course in the undergraduate program of classroom teaching about the teaching of science concepts. In this study, the phenomenology study approach, one of the qualitative research designs, was used. The study group of this research consisted 75 pre-service teachers, 56 female and 19 male, studying in the third year of the undergraduate primary teaching program of a state university. In this study, the views of the pre-service teachers who took the science teaching course about the teaching of science concepts were determined through four open-ended questions followed by face-to-face semi-structured interviews with eight participants. It can be said that the idea that prototype examples should be given about a concept in concept teaching is known by pre-service teachers (82.3%). It was observed that the pre-service teachers were aware of a misconception about force as a science concept (90.7%), but they had difficulty writing the main views of learning theories (48.0%). It is an important detail that the participants did not see the exams as tools to eliminate misconceptions at a high rate (82.7%). Interviews were conducted with eight participants who volunteered and had available time about the answers they wrote for four open-ended questions. It was seen that the participants’ opinions supported the findings of this study. Some suggestions were made based on the findings of the study.

Being A Distance Student: View Of Preservice Teachers In Turkey

A hybrid model, supported by technology, is used for teacher training in many countries. Sometimes, this is mandatory, such as during the COVID-19 pandemic or an earthquake and other times it is a conscious choice. This study examines the opinions of preservice teachers on their experiences with distance education. The research is a qualitative case study, and the data collection is through a focus group interview, which was evaluated using content analysis. The findings reveal that the experiences during the courses and the attitude of the instructors affect the perception and satisfaction of the participants. The participants evaluated the opportunities offered by their universities as positive efforts but emphasized that being able to benefit from such opportunities is a personal situation. The participants’ study skills, self-discipline, technological equipment, internet access, and environment to study made them either advantageous or disadvantageous in distance education.

Preservice teachers’ experiences navigating “adaptive learning” technology

ABSTRACT This hermeneutic-phenomenological study, following the work of van Manen, examines how kindergarten and elementary preservice teachers experienced practicum and student teaching in classrooms affected by the expansion of “adaptive learning” technology designed to assess children and personalize their learning. The researchers conducted in-depth, semi-structured interviews and collected personal drawings from 21 mainly White and female preservice teachers in the Appalachian region of the US. The findings provided preservice teachers’ descriptions of the effects of “adaptive learning” contexts with attention to three subgroups that emerged: children experiencing traumatic stress, working class students, and students labeled as “gifted.” The findings suggested that from the view of preservice teachers, “adaptive learning” technology had a complicated role in classroom learning since it did not only extract data from children but reconstituted relations in the classroom. Although adaptive learning was used in part to ease teacher recruitment and retention challenges, it tended to have a negative effect on preservice teachers’ opportunities for learning. To improve levels of pedagogical thoughtfulness and tact in “adaptive learning” classrooms, the data suggested that new considerations of communication, scheduling, and engaging dialogically with the “adaptive learning” tools are paramount to creating better opportunities for mentoring, learning, and growth.

Pre-service teachers evaluate mentors and teaching practice schools using metaphors

The present study aimed to analyze the views of pre-service teachers, expressed through metaphors, about the adequacy of mentors and teaching practice schools and their recommendations for effective mentoring. A phenomenological design was adopted, and participants included 105 mentees. The current mentors and teaching practice schools had attributes that were not adequate for active mentoring. The mentor should be selected based on criteria such as professional competence, ability to perform mentoring roles, and positive interpersonal relationships. The teaching practice schools should be selected based on human relations, educational activities, the quality of education and instruction, and the physical conditions of the school.

How do pre-service teachers view Galois theory? A questionnaire study

Abstract algebra is an important part of mathematics teacher education as it provides the rigorous mathematical foundations for many mathematics topics covered in school classrooms. Throughout their academic career, many secondary mathematics teachers even enroll in more advanced algebra courses, which often culminate in Galois theory. However, very little is known about educational aspects of Galois theory and respective mathematics education research is scarce. We contribute to closing this gap by reporting on the results of an exploratory questionnaire study with a sample of n=39 pre-service mathematics teachers, inquiring about the raison d’être of incorporating Galois theory into teacher education: Is Galois theory viewed as useful for their later profession and which connections are drawn to the secondary mathematics classroom? On the one hand, the results of our study indicate that a vast majority of pre-service teachers do not perceive studying Galois theory as meaningful and struggle to exemplify connections between Galois theory and secondary school mathematics. On the other hand, a small share of the participants experienced Galois theory as an important part of mathematics that elegantly connects a variety of algebraic and geometric notions.

AI 시대 교사의 역할에 대한 예비교사들의 인식 탐색

Objectives The purposes of this study is to analyze the view of pre-service teachers’ about teacher’s role in the AI era.
 Methods For this, reflective writing was used for 101 pre-service teachers who were enrolled university located in D metropolitan.
 Results Pre-service teachers predicated that AI’s influence on school education would increase in the future society. As a result, they concerned about excessive dependence on AI, fairness in evaluation and individualism while there were positive aspect of individualized education for learners, reducing teachers’ work and reducing the academic gap between students. Pre-service teachers recognized that teachers were who guide students to the human life by understanding and empathizing for them with a sense of duty in education and that AI could never replace them. They thought that teachers in future society should play the role of class planners, AI administrators, sympathetic leaders, guides to community life, and persons who develop critical thinking skills of students.
 Conclusions Frist, Pre-service teachers positively recognize the need for school change due to social change and show their’s subjective appearance as subjects for school change. Second, focusing on the ambivalence of AI in-fluence on education, they define the role of teacher in terms of ethics aspect, focusing on humanity. Third, it can be seen that pre-service teachers have a self-reflection aspect, in that they define the identity of teachers through understanding and empathy of the relationship between teachers and students. Forth, Pre-service teachers suggest what the educational direction schools should be by defining the desirable human life is com-munity life.

Pre-Service Social sciences Teachers’ Perspectives of their Teacher Professional Identity in a South African University within the Context of Curriculum Integration

The purpose of this study is to investigate the perspectives of pre-service teachers regarding their identity as social sciences teachers. The aim is to summarise their subject and topic preferences within the social sciences curriculum and to propose ways in which social sciences can be strengthened as an integrated curriculum. This study is based on the questionnaire responses of twenty-three final year Intermediate Phase (Grade 4-6) and Senior Phase (Grade 7-9) pre-service social sciences teachers at a South African university. Forty-three percent of the participants indicated that they do not prefer teaching either History or Geography. A limited response to the questionnaire from pre-service teachers resulted in a small sample size which may not be representative of other pre-service social sciences teachers. The research presented can inform social sciences teacher training programmes about how pre-service teachers view themselves and how they feel about social sciences as an integrated school subject.

A practical example for pre-service teachers for a more qualified sustainable development education

The purpose of this research was to reveal the impact of sustainable development education (SDE) prepared and implemented by researchers on pre-service teachers, on the level of awareness of sustainable development, and to identify the views of pre-service teachers regarding the education they receive. The study group consisted of 59 social studies pre-service teachers studying at a state university in Turkey during the fall semester of the 2019–2020 academic year. In the research, a mixed-method approach was used, which involved the use of both quantitative and qualitative methods. The research findings indicate that after the 15-week SDE, the awareness level of pre-service teachers regarding sustainable development had increased. It was observed that pre-service teachers gained awareness about the concept of sustainable development, and they provided positive feedback on the education they had received. Based on the findings it can be said that it is important for pre-service teachers in all disciplines to gain awareness of sustainable development before beginning their teaching careers.

VIEWS OF PRE-SERVICE TEACHERS’ ABOUT DATA

Bu çalışmanın amacı öğretmen adaylarının verilere ve verileri anlayabilme durumlarına ilişkin değerlendirmelerini belirlemektir. Araştırmanın çalışma grubunu 6’sı Türkçe öğretmenliği, 6’sı ilköğretim matematik öğretmenliği ve 6’sı fen bilgisi öğretmenliğinde öğrenim gören 18 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının düşüncelerini derinlemesine inceleyebilmek amacıyla veri toplama aracı olarak görüşme yöntemi tercih edilmiştir. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Öğretmen adaylarının veri tanımına ilişkin verdikleri yanıtlar verileri daha çok bilgi ve nicel değer olarak düşündüklerini göstermektedir. Verileri en fazla “bilgiyi işlemede ve bilgi edinme/vermede” işe yarar gördükleri sonucuna ulaşılmıştır. Katılımcıların çoğunluğu veri setindeki değişkenleri ve değişkenler arasındaki ilişkileri anlayabildiklerini belirtirken bir konuya ait verilerde, verilerdeki örüntüyü belirlemede ve verilerin bağlamını tahmin etmede zorlandıklarını ifade etmişlerdir. Öğretmen adaylarının büyük bir çoğunluğu veri görselleştirmelerini anlayabildiklerini belirtmişlerdir. Bununla birlikte öğretmen adayları en fazla nicel/nitel veri içeren tabloları yorumlamada, grafikte nicel veriler yer aldığında ve grafikteki veri aralıklarını belirlemede zorlandıklarını belirtmişlerdir. Ayrıca katılımcıların tamamının veri çıkarım alanlarının farkında oldukları ve günlük yaşamlarında verilerden en çok bilgiyi anlamak/aktarmak için yararlandıkları görülmektedir.

Using digital technology in the classroom adds new professional tasks for (student) teachers

ABSTRACT This article discusses a study conducted among final-year undergraduate students preparing to become primary school teachers. These students participated in an eight-week module on digital technology, working in pairs to create, test and analyse pedagogical scenarios using and not using digital tablets. The study aimed to address two main questions: (1) How do the views of pre-service teachers change as a result of a technology instruction programme? (2) What new professional tasks emerge when they use digital technologies in their internship teaching practices? Various data sources were collected and analysed. The findings revealed that none of the pre-service teachers held entirely negative views on digital technologies after the module. They became more comfortable using them in their classrooms, especially for teaching oral language, while for mathematics they found them less useful. Furthermore, the results showed that eight new professional tasks appeared when teaching with digital technologies.

Development of an Attitude Scale on Activities Related to Biology and Nature for Mentally Disabled Students

The aim of this study is to develop a valid and reliable scale to determine the attitudes towards the activities that can be applied to the mentally retarded students about biology and nature. During the preparation of the draft form of the scale, an item pool was created from relevant literature. Then, these items were presented to expert opinion in terms of language, intelligibility and content. This draft scale with 30 items in 5-point Likert type was applied to 177 pre-service teachers studying in the special education department of the faculty of education at a state university. Item analysis, exploratory factor analysis and confirmatory factor analysis were performed for the data collected after the application. As a result of the analyses, it was revealed that the scale had a five-factor structure consisting of 20 items. Confirmatory factor analysis revealed that the factor structure was compatible with the data. Goodness of fit index values was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was calculated as 0.89. It can be said that the scale is valid and reliable in determining the views of pre-service teachers about the activities to be applied for mentally retarded students. In addition, the scale is suitable not only for teacher candidates, but also for use by teachers and researchers. In addition, different types of samples such as students in other fields at the undergraduate level and special education teachers who take courses related to special education can be included in the study group.

Gender in Preschool Education According to Pre-Service Teacher

In this study, the issue of gender in pre-school education was focused on the views of pre-service teachers. The study was designed as a phenomenological research which is one of the qualitative research approaches. The study group of the research consists of 39 pre-service teachers studying in the Preschool Teaching Programme at a university in Turkey. In the study, a semi-structured interview form developed by the researcher was used as a data collection tool, and the data obtained were analysed by content analysis. According to the findings, all of the pre-service teachers highlighted that they found gender elements in the behaviours of children and teachers. In their definitions of gender, the participants used the expressions of imposing roles, expectations, behaviors, values, norms on people, and putting people in unnatural molds to behave in accordance with their sex. Pre-service teachers stated that they observed gender elements in preschool children's preferences, peer relations and role behaviours. It was concluded that teachers use gender stereotypes while managing children's behaviours, giving instructions, reinforcing children and communicating with them, directing children to activities according to their gender, and distributing tasks/roles. Pre-service teachers made suggestions for social change/transformation, teachers, regulations in the education system and families to eliminate gender stereotypes.

Elementary Dance Education: Views of Pre-service Teachers and Teaching Materials

Elementary Dance Education: Views of Pre-service Teachers and Teaching Materials

The Views of Pre-Service Teachers on Distance Education

Bu çalışma Covid-19 pandemi döneminde Türkiye’nin doğusunda bulunan bir devlet üniversitesinde öğrenim gören 43 öğretmen adayının kullandıkları öğrenme yönetim sistemi ve uzaktan eğitime ilişkin görüşlerini incelemeyi amaçlamaktadır. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmadaki veriler yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Elde edilen veriler içerik analizine tabi tutulup, kod-kategori ve temalara ayrılmıştır. Araştırma sonucunda katılımcıların çoğu uzaktan eğitim sürecinde aldıkları özellikle sözel ağırlıklı derslerdeki öğrenme düzeyleri hakkında olumlu görüş bildirmişlerdir. Katılımcıların bazıları ise özellikle uygulamalı derslerdeki öğrenmelerinin yetersiz olduğu görüşüne sahiptir. Katılımcıların büyük bir çoğunluğu uzaktan eğitim sistemini beğenmiş ve sistemin en beğendikleri yönleri; zaman-mekân serbestliği, kullanım kolaylığı, derslere tekrar erişim, zengin içerik desteği, duyuru, etkin katılım ve ölçme değerlendirme olarak belirtmişlerdir. Katılımcılar uzaktan eğitim sisteminin beğenmedikleri yönleri ise altyapı ve teknik aksaklıklar ve sistem arayüzü olarak belirtmişlerdir. Katılımcıların çoğunluğu uzaktan eğitimin telafi dersi, ek ders, ödev kontrolü ve fırsat eşitliği sağlaması yönünde yarar sağlayacağına inandıkları için ileriki meslek hayatlarında kullanacakları yönünde görüş bildirmişlerdir. Araştırma sonuçlarından yola çıkarak yapılabilecek bazı öneriler; uzaktan eğitimde kullanılan öğrenme yönetim sistemlerinin arayüzleri kullanıcı dostu ve esnek tasarımlarla hazırlanabilir. Uzaktan eğitimde kullanılan içerikler, öğrencilerin video hızlandırma taleplerinde olduğu gibi sıklıkla kullanılan sosyal paylaşım sitelerine uyumlu ve etkileşimli olarak tasarlanabilir.

An Activity for Design Skill Labs: Activity Planning Processes and Pre-Service Chemistry Teachers' Views

The traditional roles of schools are inadequate to prepare students for the change. Thus, Design Skill Labs (DSLs) have been established in Turkey to provide opportunities for students at all levels of education to discover and develop their talents. Nevertheless, the activities currently available in DSLs are not yet sufficient or diverse enough. The aim of this study is to exemplify the process of developing an activity that can be implemented in DSLs and to obtain the opinions of pre-service teachers about them. Two out of six pre-service chemistry teachers planned the activity, and six pre-service teachers are participated in the study. The participants were senior pre-service chemistry teachers from a state university in Ankara. The data collected from the case study were analyzed using content analysis. According to the research findings, DSLs activities differ from other activities carried out in schools in terms of student and teacher roles, learning environment, research problem, and process. Moreover, DSLs activities contribute to students' skill acquisition, personality development, learning, socialization, and mental development.

Current and preservice teachers' views and beliefs regarding martial arts and the inclusion of martial arts in Australian school settings: A cross-sectional study.

This study investigates views and beliefs of current and preservice teachers regarding martial arts (MA) and the inclusion of martial arts in schools. Participants completed an anonymous, 28-item questionnaire made available online via Qualtrics (August-November 2020). Data was analysed using SPSS software to compare mean scores by sex, and between qualified teachers and preservice teachers. Qualitative data in the form of quotes was drawn upon and used to complement the quantitative results. Results indicate teachers and preservice teachers view MA as a worthwhile and beneficial activity for school-aged students, and support the inclusion of MA into school settings. These findings may be useful to inform policy and practice in schools, and the development of teacher education programs, professional development courses, and school-based education programs utilizing MA to meet physical education learning outcomes.

The Use of Virtual Reality, Augmented Reality, and the Metaverse in Education: The Views of Preservice Biology and Mathematics Teachers

This research aims to analyse the views of preservice biology and mathematics teachers regarding the use of virtual reality (VR), augmented reality (AR), and the metaverse in education. The participants of the research consist of 24 pre-service biology and mathematics teachers. The views of preservice teachers on the use of VR, AR, and the metaverse in education were analysed on the benefits of using VR, AR, and the metaverse in education, with what subjects/modules they can be best associated, and what would be needed to make it most effective. The preservice biology and mathematics teachers demonstrate that the utility of VR, AR, and the metaverse in education is beneficial for increasing the quality of learning and improving the existing teaching methodologies. Preservice teachers believe that these technologies are effective for teaching subjects that require more visual material, such as organs, cells, ecosystems, geometry, and the geometry of space or solid bodies. Moreover, the preservice teachers draw attention to the need for infrastructure and well-informed individuals (students, preservice teachers, teachers) for VR, AR and the metaverse. The results provide value for pre-and in-service training, teacher training and designing the teaching environments for the future.