Preservice Teachers

A teacher educator and student of Duckworth's critical exploration approach to teaching shares three episodes taken from science methods courses she teaches for preservice teachers in graduate and undergraduate programs in elementary education. The episodes reveal the pedagogy of critical exploration to be particularly well suited to the preparation of teachers. Classroom episodes are reconstructed using data extracted from student journals and fi eld notes made during and following teaching. Consistent with the pedagogy, the students explore a phenomenon the teacher presents to them: the development of a seed, the swinging of an object on a length of line, the path of the moon in the sky, etc. The teacher, in turn, explores what students respond to, notice, and question; curriculum grows from these mutually reciprocal explorations. The teacher's exploration of what students are seeing, feeling, and thinking, and the connections they are making, creates an environment that supports further development in what students notice, which enriches the teacher's understanding of the phenomenon. Students' exploratory experiences with the subject matters they will teach in the public setting provide a framework for assimilating the experiences and 206 F. Hughes-McDonnell thinking of young children. Teaching, learning, and research go hand in hand. The liberatory and transformational aspects of critical exploration for learners and teacher alike emerge.

State policy and teacher evaluation rubrics increasingly call for attention to family and community engagement. Yet teachers, schools, and families continue to face a number of obstacles preventing collaboration on all sides. Research on culturally responsive teaching, funds of knowledge, and community teaching have identified a number of concrete principles and practices for educators to partner with families and communities. However, teacher education programs continue to struggle in crafting authentic experiences for pre-service teachers to partner with families and communities. This study examines regionallybased, small group discussions-which, were part of a larger programmatic set of experiences-between preservice teachers and partnering community mentors in one teacher education program. Using narrative analysis, the authors found that conversations revealed layered engagement mediated by levels of trust and pre-existing expectations.

Teaching practicum plays a critical role in teacher education for student-teachers in enabling them to adapt educational theories to real practices in authentic contexts. Pre-service and in-service teachers also acknowledge practicum as an opportunity to interact with students in classrooms with supervision from mentors and university supervisors, different from other taught courses in teacher training programmes. This study investigates two groups of student-teachers in Hong Kong and Macao, grounded in a pilot study, to identify the critical features of practicum practices during the COVID-19 pandemic. At this time, normal school operations were affected in the two special administrative regions in the Greater Bay Area, and this study examines eight student-teachers' practicum experiences during this period. The practical implementation of the practicum, including lesson planning and supervision from universities and schools, was studied. Post-practicum interviews with the student-teachers were also conducted to explore their perspectives on the distance learning aspect of the practicum. Other corresponding forms of data, consisting of teaching plans and video-recorded lessons, were collected to triangulate the analysis. The major findings of the study include the identification of various pedagogical foci in the practicum, the different assessment tasks being developed, consequences of parental involvement, evaluations of the exercise, as well as challenges faced by student-teachers during the practicum. Implications include innovation of practicum as well as reconsideration of some of the critical elements of the teaching practicum offered by current teacher training programmes.

This study investigated how preservice teachers' beliefs about the nature of knowledge influence how they learn from, and interact with, a case-based hypermedia system designed to highlight exemplary elementary literacy instruction. Specifically, we examined if teacher preparation students' epistemological beliefs influenced what cases they selected, and how it further served as a lens in their reflective writing about their clip selections. The quantitative and qualitative analyses (case studies) focused on two ...

All learners must have access and opportunity to engage meaningfully in the highest levels of mathematics. Mathematics specialists are uniquely situated to contribute to the creation of access and equity for all learners by addressing three target areas with their mathematics teachers and administrators. In order to catalyze change, mathematics specialists need to be prepared to target three obstacles to access and equity: beliefs and expectations, curriculum and instruction, and intervention. This preparation can take place through leadership courses intentionally created to explore the role of change agent and provide practice in negotiating the role.

The problem and the aim of the study. Mathematical modelling has become an important topic in mathematics education. However, many students are not accustomed to dealing with mathematical modelling problems, which are characterized by reality relation, relevance, authenticity, openness, and the promoting sub-competencies. Students are more familiar with solving problems where all necessary data is clearly presented, despite the fact that real-life situations rarely provide complete information upfront. The ability of students to solve modelling problems is closely linked to their teachers' capabilities. In this article, we explore the modelling competencies of preservice teachers in solving mathematical modelling problems. The exploration is based on six levels of mathematical modelling competence and describes the process of solving these mathematical modelling problems through various sub-competencies. Research methods. The research is descriptive and employs a qualitative approach. The subjects in this study were 34 preservice mathematics teachers. We used instruments in the form of mathematical modelling problems and interview guidelines. Based on the written responses and interview results, we categorized the subjects according to their modeling competency levels. The categorization of modelling competency levels is based on Ludwig and Xu's framework, while the process of solving the mathematical modelling problem is analyzed using the Blum and Leiß modeling cycle. The description of the process of solving the mathematical modelling problem was provided by a representative from each competency level who provided an insightful answer. The data was analyzed through the stages of condensation, display, and conclusion. Results. According to our research findings, the distribution of subjects across competency levels is as follows: 5.88% are at level 5, 2.94% are at level 4, 5.88% are at level 3, 11.76% are at level 2, 64.71% are at level 1, and 8.82% are at level 0. We provide a detailed description of the process of solving the mathematical modelling problem based on their respective mathematical modelling sub-competencies of one subject from each level. Conclusion. Based on the research results, the majority of preservice teachers are at level 1 (64.71%), indicating that they can understand the problem, but struggle to progress to the next stages. This is concerning because they believe they already have enough information to solve the problem, whereas solving the problem requires making assumptions. These findings reveal that the modelling competence of preservice teachers is relatively low, and it is important to focus on finding solutions to improve this. The difficulties encountered by the subjects include challenges in understanding the problem, difficulty organizing and simplifying the provided information, inability to differentiate between essential and nonessential elements, lack of algebraic skills, and limited use of various forms of representation.

Purpose: Self-esteem and humor styles are significant factors for being a healthy person. The aim of this study was to investigate the relation ship between self-esteem and humor styles in medical students. Material and Methods: Two hundred three medical students (107 males, 96 females) were included this study. Self-esteem was measured with the Rosenberg Self Esteem Scale and humor style was measured with Humor Styles Questionnaire. Results: The rate of students who have mild or high self-esteem levels was 89.7%. In Humor Styles Questionnaire, the average scores of affiliative and self-enhancing humor were significantly higher than the average scores of aggressive and self-defeating humor. Male students were using humor, especially aggressive and self-defeating humor styles more commonly than female students. A positive correlation was found between self-esteem and affiliative and self-enhancing humor styles. Conclusion: The present study revealed a positive correlation between sel...

This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates’ stages of concern based on the Fuller (1969) stages of concern theory in relationship to Marzano’s (2003) teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates’ identities as students and ego-driven considerations. As the experience progressed, candidates focused more on task concerns and the compliant engagement of students. Evidence of impact concerns was limited. Sustained time and university faculty supervision were key elements in a successful early field experience. About the authors: Dr. Kelly Welsh is an...

This paper examines how teachers develop and modify professional knowledge response to experience and to new research knowledge. A discussi. Is presented on the interaction of propositional knowledge (the basic medium of classroom and research knowledge) and practical knowledge (the otservable competence apparent in successful professional actions). Alternative definitions of professional expertise are examinei prior to taking a close look at the issue of learning from experience, using de`a provided by 'several of the teachers who participated in the study. An analysis of how teachers learn from experience takes into consideration four broad principals of expertise: discrete technical skills, application of theory or genera) principles, critical analysis, and deliberate action. Summaries are presented of interviews with five teachers, of whom one was a preservice teacher, two were beginning teachers, and two were experienced teachers with Master of Education degrees. Data selected from the interviews suggest that there are tensions associated with the differences between research knowledge and practical knowledge and that this is a significant problem for beginning teachers. (JD)

Although substantial attention is being paid nationally to the assessment of pre-service teacher dispositions, largely to meet accreditation requirements, little is known about the extent to which standards-based dispositions change during a preparation program. A systematic approach to tracking change, or the lack thereof, using valid and reliable instruments of varying item types, can help faculty determine if candidates’ dispositions are positive and improving at the individual student and group levels. Pre-existing affective and cognitive data for six cases were analyzed for evidence of consistency with the 10 interstate teacher assessment and support consortium or InTASC standards. Dispositions improved as the cases progressed through their programs.

The actions of an instructor on the first day of class will set the tone for the rest of the semester. If you have expectations of lively student interactions within a warm, supportive environment, then you must begin to develop that atmosphere in the initial class period. Consider the following:

- Engage in activities designed to introduce class members to each other. Ice breakers do two things: 1) they help get students used to speaking in front of the group (public speaking is one of the most common fears that people have); 2) they help students get to know each other, thereby making them feel more comfortable. Perhaps the most useful format is to have students pair off and interview each other. In the two to five minutes allotted to each, students find out salient facts about their partners—where they're from, what their hobbies are, why they're taking the class, etc. If the group is thirty or less, there is sufficient time for individuals to introduce each other to the entire class. If the class is larger, have the students introduce each other in two or more subgroups. Even very large classes in amphitheaters with fixed seats can use this technique: have students use subgroups of eight. Pairs interview each other outside class and come prepared for introductions at the next meeting. If one of your goals is to promote writing, the students can be asked to write brief biographies of their partners. Depending upon the subject matter, these introductions can often serve to illustrate themes of the course.

- Provide a detailed syllabus outlining your expectations at the first class meeting. Research has consistently shown that a principal characteristic of a good teacher is clarity and organization of course material as well as predictability of actions. Providing clear and consistent expectations to students on the first day helps to establish rapport, for it reduces the inherent power relationship between student and instructor. This is particularly true regarding grades.

Establishing these expectations can be a way to familiarize students with class discussion techniques to be used later in the course. For instance, students could use the Think-Pair-Share (TPS) model to critique the syllabus. Students 1) read the syllabus, hunting for points that need clarification; 2) compare findings with a partner's; and 3) engage in a large class discussion, led by the instructor, designed to ensure that any ambiguity in the syllabus is resolved.

- Provide opportunities for success. If students experience success as early as possible in a course, they become motivated and look forward to further explorations of the material.

Students reflect and write individually, then share their responses in groups of three, and finally engage in a discussion with the whole class. The questions are framed so that everyone could contribute out of their experiences while identifying with the text. In later sessions, students learned to "deepen and systematize" the process of textual exegesis that they had successfully begun during their first class. The implication for every instructor is whether we like it or not, a major question all students have is "How will I be graded?" that students should be exposed to the processes of our disciplines in such a way as to arouse their curiosity.

Systematically promote student participation.

- Use active learning strategies as often as possible. Students need to be helped in overcoming their resistance to active participation. Some reasons why students hesitate to participate in class are: 1) since lecturing is the dominant teaching strategy, students are conditioned to be passive; 2) the fear of speaking in public is common among students; and 3) students are afraid to appear "stupid" in front of their peers or the instructor. Given these circumstances, students need frequent practice in active learning strategies so that they may become proficient and confident in their use of them. Short, low-risk activities such as discussions built around appropriate editorials or even short summaries of the lecture can be introduced every day. Within a few weeks, active participation by most students becomes the norm.

There is some controversy about whether instructors should force students to participate in discussion by calling on them. Indeed, one study suggests this practice is viewed negatively by students. Personal experience suggests the opposite, however, if a climate of trust has been established and students are allowed to "pass" on answering questions if they so desire. Shy students have often remarked that, once they overcame their initial terror, they appreciated being made part of the group. If you have doubts, at least ensure that those who are hesitant are assigned roles that quietly allow them to participate: note-taking, summarizing, etc.

- Structure the physical class environment. Ask to be assigned to classes and classrooms that are conducive to active learning, if such are available. The ideal situation for interactive learning would be classes of twenty in classrooms with movable chairs so that discussions could take place in groups of any size. Unfortunately, the physical constraints under which we often work can inhibit interaction among students. It is difficult to develop a warm, supportive atmosphere in an amphitheater with 600 students in fixed seats. There are strategies, however, which can be used in a classroom of any size. As suggested earlier, break the class down into manageable groups: pairs or groups of three can be used in classes of any size. Hold a discussion with a portion of the class while others listen. Ask for their comments later. Ingenuity and flexibility can mitigate many obstacles that stand in your way.

Develop a climate that supports risk taking.

- Role models. Students are more likely to take risks if they see that the instructor is willing to take risks as well. By the way you handle errors and wrong turns, you demonstrate to students that even experts make mistakes. This willingness to demonstrate vulnerability is difficult to develop. Most of us remember when we first began teaching and believed that we had to adopt the role of "authority" in the classroom and were fearful of having our newly-minted professional status challenged by admitting a mistake. Those engaged in active learning, however, must learn to adopt an additional role, that of facilitator, or better yet, co-investigator. Students are aware of these roles, even if we have not articulated them to ourselves.

- Ensure that your responses to student participation are supportive. Several confirming verbal responses are: a) Directly acknowledge a student's contribution or feelings. b) When possible, agree with portions or all of a student's contribution. If criticism appears warranted, try deflecting the response to another student for comment. A caveat is necessary. There are times in a discussion when you want to draw out a particular topic until it is fully developed. Telling a student that his response is correct sometimes shuts down contributions from others. c) Clarify the students' feelings or the content they have presented ("As I understand what you are saying, you believe . . ."). d) Provide encouraging, reassuring statements to students as they work through a difficult problem. This supportive feedback should appear on written work as well. Some instructors even provide a periodic, personalized letter summarizing a student's contributions during the semester.

We suggest using supportive nonverbal behaviors when engaged in class discussion: a) face the speaker; b) make eye contact or focus on the speaker slightly below the eyes; c) lean or bend slightly toward the speaker; d) take notes on those points presented that you should refer to later as a reinforcement of their importance; e) wait three to five seconds after the student stops speaking to show that you are considering what has been said. In addition, be aware of other aspects of your body language. Most importantly, appear relaxed and smile.

- Interactions with students. One of the most important things you can do to develop a warm, supportive atmosphere in the classroom is to learn student names as quickly as possible. Although class size may be a limiting factor, there are strategies that simplify the process. For instance, make a seating chart and review names while students are engaged in active learning activities. Another approach is to hand out assignments while looking closely at names and faces as you do so. The simple act of learning names clearly shows that you are interested in students as individuals.

Similarly, self-disclosure by the professor greatly personalizes the classroom as students become privy to the humanity of the instructor. Students are particularly appreciative of instructors who use personal examples to illustrate the material or to discuss experiences they have had outside class—as long as the stories are pertinent to the college courses. They also are responsive to such actions as making an open admission when material becomes confusing or interjecting humor where appropriate. Indeed, one of the most powerful tools for establishing student-instructor rapport is the ability to laugh at oneself.

- Use power constructively. Communication research suggests that an instructor has various types of power at his or her disposal in the classroom, if the students "perceive it to exist and accept it." We can list five types of power available to a teacher:

    a) Coercive Power is based on students' perceptions that they will be punished if they do not conform to a teacher's requests.
    b) Reward Power is the power based on a student's perception that the teacher can reward him or her for compliance with the instructor's desires.
    c) Legitimate power is the power assigned by students to the instructor in a classroom as a function of his or her role as a "teacher."
    d) Refer...

This study is part of a larger project exploring how beginning teachers learn to teach mathematics via reasoning and proving. The study followed two beginning secondary mathematics teachers for two years. First, as students in a capstone course in which they learned to integrate reasoning and proving into teaching mathematics, and then as full-time interns in secondary schools. The culminating part of the internship was an action research / inquiry project devoted to reasoning and proving. This exploratory multi-case study examined how conducting such an inquiry project affected interns' discourses and practices for teaching mathematics via reasoning and proving. The results show that both beginning teachers successfully recontextualized what they learned in the capstone course in their inquiry projects. Yet, there were substantial differences between the two interns, which affected their conclusions about continuing integrating reasoning and proving in their classrooms.

There is a growing effort to make proof central to all students' mathematical experiences across all grades. Success in this goal depends highly on teachers' knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school mathematics teachers' knowledge of proof by mathematical induction. This research can inform the knowledge about preservice teachers that mathematics teacher educators need in order to effectively teach proof to preservice teachers. Our analysis is based on written responses of 95 participants to specially developed tasks and on semi-structured interviews with 11 of them. The findings show that preservice teachers from both groups have difficulties that center around: (1) the essence of the base step of the induction method; (2) the meaning associated with the inductive step in proving the implication P(k) ) P(k + 1) for an arbitrary k in the domain of discourse of P(n); and (3) the possibility of the truth set of a sentence in a statement proved by mathematical induction to include values outside its domain of discourse. The difficulties about the base and inductive steps are more salient among preservice elementary than secondary school teachers, but the difficulties about whether proofs by induction should be as encompassing as they could be are equally important for both groups. Implications for mathematics teacher education and future research are discussed in light of these findings.

This case study of current practice describes a virtual cross-cultural collaboration in the development of an undergraduate teacher preparation course in educational technology. In an effort to increase the cross-cultural and technological awareness necessary for 21st-century teachers, the authors collaborated on the design and development of an online course that was delivered to preservice teachers in the US and Namibia. All course content was designed as reusable learning objects, with material and assignments being vetted by authors in both Namibia and the US to minimize cultural bias and to ensure relevance and appropriateness for students in both countries. This paper describes design and ethical issues and related decisions during the course development and the first semester of delivery online. During fall 2004 students from William Paterson University in New Jersey and four colleges of education in Windhoek, Rundu, Ongwediva, and Caprivi in Namibia took the course together.

Three action research case studies of eight weeks were conducted with 24 third year undergraduate trainee teachers on their first intensive field experience practicum in secondary state schools in Hong Kong. Using a virtual learning environment, strategies were employed to develop communities of practice. These were done to enhance the support offered to students during practicum. Findings suggest that online communities can develop effectively if a systematic set of strategies exploiting the collaborative and asynchronous nature of the online environment are implemented. These strategies are presented and analyzed.

This  study  investigates  the  impact  of  project-based  learning  (PBL)  on  the  perception  of professional competence in Early Childhood Education (ECE) among pre-service teachers in Spain.  A  total  of 586  students  from  four  Spanish  universities  participated  in  a  pre-post  test design using the ECPP-FIM scale to measure the impact of the PBL approach on the perception of  professional  psychomotor  intervention  skills  of  ECE.  The  PBL  approach  involved  close collaboration  with  preschools,  providing  students  with  hands-on  experience  designing  and implementing  movement-based  activities  in  natural  contexts.  Descriptive  and  inferential statistics,  including  ANOVA,  were  used  to  analyse  the  data.  Results  indicate  substantial improvements in the perception of professional competence across all five areas of the ECPP-FIM  scale.  Moreover,  students  from  vocational  education  backgrounds  showed  consistently higher pre-and post-test scores than those from other academic pathways. Findings support the effectiveness of  PBL  in bridging  the theory-practice divide and emphasize the importance of integrating real-world experiences in teacher training. To conclude, this study highlights the key characteristics that an ordinary university subject should incorporate to enhance the perception of professional competence

THORN, MARY KATHERINE. “We all have to stick together, you know?”: The Creation of Transnational Space among Latino Youth in North Carolina. (Under the direction of Dr. Risa Ellovich). Changes in immigration policy and border control have altered the level of access Central American immigrants have to their home countries. Lacking the ability to cross national borders with the relative freedom that past generations experienced, young Latino immigrants perform their transnational identities by seeking and creating transnational spaces in their cities and towns in the United States. This study follows the growth and development of a Latino youth group in the small town of Claxton, North Carolina during eight months of field research. The town has seen an influx of Latino immigrants over the past two decades, and the town is now 50% Latino. This demographic change has created tensions among the Anglo, Black, and Latino populations, even as it has created a cultural borderland for the y...

The purpose of this study was to determine to what extent teacher candidates perceive value in the process of constructing an electronic academic portfolio. This study will also attempt to answer what process teacher candidates used in developing their electronic academic portfolios and what value teacher candidates assign to each of the steps in the process as well as how the teacher candidate intends to use the academic portfolio during the final semester prior to the professional semester. A qualitative multi-case study was used to conduct the research. Data collected included a pre and post survey as well as three one-on-one interviews with eleven teacher candidates. Teacher candidates were also asked to keep an electronic journal to answer the following questions. 1. Describe the process you used to create your electronic academic portfolio. 2. Describe your personal frustrations with creating your electronic academic portfolio. 3. Describe your personal triumphs with creating your electronic academic portfolio. The analysis of the data took place throughout the final semester prior to the professional semester, during which time teacher candidates are taking his or her last five restricted methods courses. The researcher recruited one additional reader in the field of education. The reader was trained prior to the actual coding day by the researcher to identify themes from the pilot study. • Theme A: Pride • Theme B: Organization

ÖZ Okuma ve yazma güçlükleri her seviyeden öğrencileri eğiten öğretmenlerin rastlayabileceği akademik problemler olduğundan öğretmen adaylarının meslek öncesi dönemde farkındalık geliştirebilmeleri için bu kavramlara ilişkin algılarının belirlenmesi önem taşımaktadır. Araştırmanın amacı öğretmen adaylarının okuma ve yazma güçlüklerine ilişkin algılarının göstergesi sayılabilecek ürettikleri metaforları incelemektir. Araştırmanın çalışma grubunu bir devlet üniversitesinde öğrenim gören 170 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının belirlenen kavramlara ilişkin algılarını ortaya çıkarmak amacıyla veri toplama aracı olarak açık uçlu sorulardan oluşan bir form kullanılmıştır. Elde edilen veriler kategorilere ayrılmış ve içerik analizi yapılmıştır. Okuma güçlüğüne ilişkin ortaya konulan metaforlar; okuma eyleminde karşılaşılan zorluklar, okuma güçlüğüne ilişkin karakteristik özellikler, okuma güçlüğü ile ilgili kavram yanılgıları, okuma güçlüğünün psikolojik boyutu kategorileri altında toplanmıştır. Yazma güçlüğüne ilişkin ortaya konulan metaforlar ise yazma eyleminde karşılaşılan zorluklar, yazma güçlüğüne ilişkin karakteristik özellikler, yazma güçlüğü ile ilgili kavram yanılgıları, yazma güçlüğünün psikolojik boyutu kategorileri altında toplanmıştır. Burada okuma ve yazma güçlüğü kavramlarına ilişkin oluşturulan kategorilerden en dikkat çekici olanları kavram yanılgıları kategorileri olarak bulunmuştur. Öğretmen adaylarının okuma ve yazma güçlüğü kavramlarına ilişkin ya sahip oldukları bilgi düzeyine göre tanımlama yaptıkları ya da bu kavramlara ilişkin kavram yanılgılarına sahip oldukları görülmüştür.

This article used data from an ethnographic study to address the unique challenges facing novice teachers in their practice teaching in a cross-cultural context. Participants in the study were 15 student teachers in a U.S. study abroad program in South America. Student teachers' views were sought through a recursive process of review of students' documents, and participant observation of classroom teaching. The data revealed that efficacy as a cultural learner positively interacted with teacher efficacy. Student behavior and classroom management were a concern, but much misbehavior and problems with delivery of instruction were attributed to different cultural values held by the host culture than the home culture. The data also showed that while participants reflected typical trends in study abroad participation, their career paths were significantly different than what might be expected. Few participants pursued international careers, and none immediately began teaching after graduation. Nevertheless, participants highly valued the study abroad experience in general, and in particular, found that student teaching in an international setting increased their efficacy as teachers.

This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates' stages of concern based on the Fuller (1969) stages of concern theory in relationship to teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates' identities as students and ego-driven considerations. As the experience progressed, candidates focused more on task concerns and the compliant engagement of students. Evidence of impact concerns was limited. Sustained time and university faculty supervision were key elements in a successful early field experience.

Integrating technology into assessment processes in university contexts can change educational practices, in some cases by fostering self-regulated learning and in others by enabling more interactivity and participation among users. In this paper, we examine the opportunity to use electronic rubrics (erubrics) to assess learning. We report a student perception analysis on the process of assessment with electronic rubric at the university level. In this study, erubrics are applied in a Preschool (3-6 year-olds) and Primary Education (6-12 year-olds) pre-service teacher context. 87 students from two Spanish universities enrolled in a quarterly course of Education Technologies in the Faculty of Education used erubrics (© Gtea) for self- and peer assessment. Through a design-based research, the study concluded that electronic rubric is an assessment facilitating resource for students as participants in the assessment process. Students tend to be satisfied with their use in both self- an...

In this study, we aimed to investigate prospective science teachers’ development of self-efficacy beliefs for teaching during Teaching Practice Course. Besides regular implementations such as teaching practice in real classrooms and mentoring, a Teaching Practice Course enriched with microteaching supported by video-cases was designed. The participants include four female senior prospective science teachers from an eastern state university in Turkey. In this case study, the data were collected through pre- and post-questionnaires. The findings mainly indicated that prospective teachers’ self-efficacy levels were generally high both before and after the course without any decrease. Furthermore, the participants benefited from the teaching practice and micro teaching with video-cases, and made good use of observing their mentor and the other interns as well as getting feedback. Their physiological and emotional state was also improved. The implications of the findings are discussed

Information regarding technostress is scant in the field of education, particularly among the students who are involved in the ever-present use of technology in the new set-up of online learning. A descriptive-comparative research design was used in the study with the respondents from 1st year to 4th year students enrolled in private and public nursing schools. Through a convenience sampling technique, data are collected from a total of 262 respondents. 

The results of the study indicated that nursing students of both private and public schools, have the same level of assessment on technostress. Most of the respondents are pressured to change their current learning habit to meet the requirements of e- learning, having the highest average on the technostress scale. In the assessment of the personality trait in private and public nursing schools, openness to experience scored the highest. Nursing students in public nursing schools had lower overall weighted mean than private schools on all the Big Five personality traits.

The researchers concluded that there is no significant relationship on the level of technostress and the personality trait of the nursing students in private schools. On the other hand, there is a significant relationship on the level of technostress and the personality traits of the respondents in public nursing schools.


Keywords: technostress, techno-stressors, the Big Five Personality Traits

This article reports on a small-scale project which central purpose was to incorporate read-alouds in a pre-intermediate English as a foreign language class of preservice teachers during three weeks. Students responded orally and in a written way on their journals to these readings showing understanding of the texts, relating their personal experiences and / or making connections to them. The project involved students of the undergraduate program in English teaching at Universidad Distrital Francisco José de Caldas, Bogotá. In all, 19 students were involved in the project. Data collection sources for this project include studentsʼ journals, after the fact notes on studentsʼ oral interactions and a group interview. Among the findings observed in this inquiry project include the intertextual connections (Short, 1993) students make across the texts read in class with their personal experiences. Most studentsʼ oral responses were characterized by code-switching; in general most students...

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.

ÖZET: Bu araştırmanın amacı sınıf öğretmeni adaylarının akademik usulsüzlük konusundaki deneyimlerini belirlemektir. Araştırmada tarama modeli kullanılmıştır. Dumlupınar Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Programı'nda öğrenim gören 254 öğretmen adayı üzerinde gerçekleştirilen araştırmanın verileri araştırmacılar tarafından geliştirilen anket yoluyla toplanmıştır. Veriler frekans, yüzde ve aritmetik ortalama kullanılarak çözümlenmiştir. Araştırmada öğretmen adaylarının % 98'i yükseköğrenim yaşantılarında en az bir kez akademik usulsüzlükle ilgili bir davranış gerçekleştirdiğini belirtmişlerdir. Akademik usulsüzlük davranışını yaptığını beyan eden öğretmen adaylarının % 77,6'sının ise yaptıkları davranışın akademik usulsüzlük kapsamında değerlendirildiğini bildikleri görülmüştür. Öğretmen adayları tarafından en sık gerçekleştirilen akademik usulsüzlük davranışları sınav sonrasında diğer sınıftaki öğrencilere sınavın içeriği hakkında bilgi vermek ve bir başka ...

This study aims to develop, validate, implement, and test the efficacy of a blended learning guitar pedagogy module for pre-service music teachers in Thailand. The module was created based on the ADDIE model of instructional design, with the use of a mixed-method research methodology to collect both quantitative and qualitative data. The needs analysis survey of pre-service music teachers and guitar instructors revealed the content and structure of the module. Subject-matter experts validated the module using the Delphi technique. Pre-service music teachers’ competencies in guitar pedagogy were measured based on the TPACK framework for teacher education. Feedback and comments from pre-service music teachers and guitar instructors were examined to indicate the usefulness of the blended learning guitar pedagogy module. The findings revealed that the content of the module consisted of three core knowledge domains from the TPACK framework: basic guitar, pedagogy, and technology, whereas the structure of the module consisted of three learning units: a review of guitar, fundamental guitar teaching, and a guitar practicum. Results from the Delphi technique indicated that the module was suitable for implementation with the pre-service music teachers in Thailand with the acceptance levels: mean ≥ 3.00, median ≥ 3, and IQR ≤ 1.00. After the implementation, guitar pedagogy competencies of participants significantly increased in all TPACK domains (sig<.05). As for the usefulness of the module, it promoted pre-service music teachers’ guitar pedagogy competencies and was beneficial for their future careers (mean = 4.80, S.D. = 0.41) and highly facilitated their learning (mean = 4.72, S.D. = 0.33). The module also functioned as an effective and practical teaching guideline for guitar instructors, which enhanced their teaching strategies, methods, and preparation. Finally, it is hoped that this blended learning guitar pedagogy module can be proposed to teacher education institutes, universities, schools of education, and music education programs in Thailand as an alternative course for pre-service music teachers that is specifically designed to enhance guitar pedagogy competencies.

This article examines data from three educator preparation programs in one southern state prior to a new licensure policy requirement for elementary education teachers. Previously, the state required educator preparation programs to offer two 3-hour courses focused on early literacy and a total of fifteen hours in reading and/or language arts methods courses. With a state statute, elementary teachers are required to pass a readingspecific assessment aligned to scientifically-based reading research. The purpose of this study was to examine how preservice candidates perceive their own preparation, as well as to examine these candidates’ content knowledge, related to early reading instructional components. This study was conducted prior to the policy change to gather and analyze baseline data. Findings suggest that preservice teachers’ perceptions are very different from their knowledge base.

This mixed-method study examines Ecuadorian preservice English as a foreign language teachers' cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman's correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.

Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation programs to use technology to support preservice teacher development of best practice. However, research indicates that there is a disconnect between what is expected of preservice teachers and the way they are taught, especially in the area of technology . In an effort to guide teacher preparation programs in their efforts, the authors use the components of the Joyce and Showers (1980) model of professional development (i.e., study of theory and best practice, observation of best practice, one-on-one coaching, and group coaching) to create a guiding framework of how teacher preparation programs can systematically infuse technology throughout their programs to support preservice teachers' knowledge and skill acquisition in early, mid, and late candidacy. Examples of technology and supporting research are provided and aligned with Joyce and Showers' (1980) model.

One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this study is to examine this relation. In accordance with this aim, the study group of the study consisted of 363 pre-service teachers. The data collected from pre-service teachers under the research were collected with scales of belief, tools acceptance and WPCK towards WBI. 3 scales were used for the data collection in the research. The data were analyzed with structural equation modeling in the research. As a result of the research, behavioral and contextual beliefs in WBI beliefs were medium level. Perceived usefulness, ease of use, perceived attitude and intention positively affect WBI tools acceptance levels of pre-service teachers. When...

This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Multicultural education seeks to promote inclusivity and equity, yet it often overlooks the systemic barriers that perpetuate inequality in educational systems, such as racism, sexism, and classism. This article explores the potential of integrating feminist principles into multicultural education as a means of addressing these gaps. Drawing on intersectionality, a core feminist concept, the paper highlights how overlapping systems of oppression disproportionately affect marginalized students, particularly women and girls of color. It demonstrates that feminist pedagogy, emphasizing collaboration, critical reflection, and empowerment-has been shown to increase student engagement, participation, and feelings of inclusion. By advocating for diverse representations in curricula and implementing targeted interventions, feminist multicultural education has the power to reshape classrooms into spaces of equity and social justice. Evidence of success, including improved academic outcomes and positive shifts in parental attitudes, suggests that integrating feminist approaches can lead to meaningful educational reforms. This article argues that the incorporation of feminism into multicultural education is essential for creating inclusive learning environments that challenge systemic inequalities and foster critical thinking.

One crucial characteristic of scientifically literate individuals is making informed decisions in socioscientific issues (SSI). Participants' reasoning patterns and their risk perceptions shape their decisions. Thus, determining participants' informal reasoning patterns along with their risk perceptions while making decisions in SSI becomes important. This study fulfills this important point by exploring pre-service science teachers' informal reasoning patterns and their risk perceptions in an SSI topic, specifically gene therapy. Eleven pre-service science teachers enrolling in two different public universities participated in the study voluntarily. The study was designed as a basic qualitative approach. The data were collected by semi-structured interviews focusing on the use of gene therapy in Huntington's disease and human intelligence cases. The results revealed that pre-service science teachers made decisions by using one (rationalistic, emotive, or intuitive) or more informal reasoning patterns together. Moreover, their risk perceptions were found to be based on the potential and severity of effects on humanity and society, participants' morals and values, side effects, and a general concern born out of fear. In addition to their risk perceptions regarding gene therapy, they referred to positive aspects of technology, negative aspects of technology, and a two-edged sword implying positive and negative aspects of technology as a whole while making decisions. These results altogether pin the importance of including multiple forms of informal reasoning and risk perceptions in the pre-service science teacher education programs.

The University of Alabama at Birmingham, School of Education, as lead institution, initiated a collaborative PT3 project to infuse technology into the teaching/learning experience for prospective teachers in the Greater Birmingham Holmes Partnership. It featured the following projects: (a) assistive technology, (b) mentoring between K-12 and higher education faculty modeling technology infusion during prospective teachers' field experience, and (c) preparation and mentoring for higher education faculty to infuse cutting-edge technology into content/pedagogical courses. The project reached prospective teachers in five teacher education institutions and enabled participants to realize effective uses of technology and assistive technology for teaching, instructional management, reflection, and lifelong learning. This practical piece serves to disseminate the ideas from successful on-and off-line technology interaction. Comparable to transforming the topography of a geographic area, infusing technology into teacher education and K-12 settings can be an ambitious endeavor.

Is it age or IT: First steps toward understanding the net generation. Educating the net generation, 2(1-2), 20.Pearson. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6. Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment. Online report at: http://rtecexchange. edgateway. net/learningreturn. pdf.

Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation programs to use technology to support preservice teacher development of best practice. However, research indicates that there is a disconnect between what is expected of preservice teachers and the way they are taught, especially in the area of technology . In an effort to guide teacher preparation programs in their efforts, the authors use the components of the Joyce and Showers (1980) model of professional development (i.e., study of theory and best practice, observation of best practice, one-on-one coaching, and group coaching) to create a guiding framework of how teacher preparation programs can systematically infuse technology throughout their programs to support preservice teachers' knowledge and skill acquisition in early, mid, and late candidacy. Examples of technology and supporting research are provided and aligned with Joyce and Showers' (1980) model.

The focus of this study was to investigate the impact of the number of developmental mathematics courses and the level of algebraic inte gra ion of general education mathematics courses have on elementary teacher candidates’ perf ormance on the CBASE and Elementary Praxis II: Curriculum, Instruction & Assessment. Course work and standardized achievement test performance of 104 elementary teacher candidat es at a midsize university located in the state of Missouri from 2001 to 2011 were analyzed. The files of 104 teacher candidates had the mathematics scores for the CBASE and the overall scores for the Elementary Praxis II ; 65 of the files contained the mathematics score for th e Elementary Praxis II . Nonequivalent groups were formed by using the number of developmental mathematics courses completed, then using the level of algebrai c integration in the general education mathematics course completed and, lastly, using the two combined. Developmental mathematics course work had cate...

Bu çalışma dokuzuncu sınıf coğrafya derslerinde ders dışı etkinliklerin öğretmen görüşlerine göre değerlendirilmesi amacıyla yapılmıştır. Araştırma tarama modeline bağlı olarak nicel ve nitel yöntemlerin kullanıldığı karma model şeklindedir. Çalışma grubunun nicel verileri, Ankara Büyük Şehir sınırları içerisinde devlet orta öğretim okullarında 2010-2011 eğitim-öğretim yılında görev yapan 155 coğrafya öğretmeni ile gerçekleştirilen anket çalışmasıyla elde edilirken, nitel veriler yine aynı yerde çalışan ve maksimum çeşitlilik örneklemesiyle seçilen 10 öğretmenle yarı yapılandırılmış görüşme formu yoluyla elde edilmiştir. Öğretmenlerin kıdem durumu, ders yükü ve sınıf mevcudu değişkenleri çalışmada dikkate alınmıştır. Verilerin analizinden elde edilen sonuca göre; öğretmenlerin 9. Sınıf coğrafya derslerinde önerilen etkinlikleri gerekli ve uygun bulmalarına rağmen bazı etkinliklerin uygulanmadı tespit edilmiştir. Çalışmada ders dışı etkinliklerin uygulanmasında öğretmen kıdemine göre anlamlı bir farklılık bulunmamıştır. Ancak sınıf mevcudu ve ders yükü değişkenlerine göre sınıf mevcudunun daha az olduğu ve ders yükü az olan öğretmenler lehine anlamlı bir farlılık tespit edilmiştir.

In our country, one of the important concepts proposed by the recent curricula has been 'activities' since 2005. From this point of view, both mathematics educators and teachers should focus on and discuss about the importance of activities. This study is designed to examine pre-service secondary mathematics teachers' (PSMTs) perceptions about mathematics learning activities (MLA). Participants are twenty-seven PSMTs. The data include 3 different groups. The first group consists of PSMTs' free writings that describe their definitions of MLA. The second group consists of observation notes of the class discussions which are related to the structure of MLA and MLA's required properties. The last one consists of MLA samples that were designed by PSMTs. In consequence of data analysis, results show that PSMTs did not reach consensus on a unique definition or particular properties of MLA; the definitions spreaded out a broad perspective. PSMTs defined the activity as the classroom application that is connected with real life and other disciplines, compatible with the objectives in teaching programs, is designed to improve students' cognitive skills, student-centered, interesting, easy to learn, and appropriate for groupwork. But, it is found out that PSMTs did not reflect the properties of MLA while they were designing the activities. The results of the study indicated that PSMTs' perceptions of activities and their skills of designing an activity must be improved.

Araştırma verileri SPSS 21.0 programı ile analiz edilmiştir Araştırma verilerinin analizinin yüzde, frekans, aritmetik ortalama, bağımsız örneklemler için t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonucunda öğretmen adaylarının üstün yetenekli öğrencilerin eğitimine ilişkin öz yeterlilik ölçeğinin "Akademik Yeterlik","Mentörlük (Danışmanlık) Yeterlik" "Sorumluluk", "Uygun Kişilik Özellik Yeterlik" ve "Yaratıcılığı Teşvik Etme" boyutlarında öğrenim görülen anabilim dalı değişkenine göre anlamlı farklılık gösterdiği görülmüştür. Anahtar Kelimeler: Üstün yetenekli öğrenci, Öğretmen adayı, Üstün yetenekliler eğitimine ilişkin öz-yeterlik.

Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yaratıcı dramaya ilişkin analojiler geliştirmeleri amaçlanan bu araştırmada nitel araştırma yöntemlerinden bütüncül tek durum deseni kullanılmıştır. Araştırmada elde edilen veriler, Temel Eğitim Bölümü’ne devam eden amaçlı örneklem yöntemiyle belirlenen 90 öğretmen adayından analoji geliştirme formu aracılığıyla toplanmıştır. Adayların geliştirmiş olduğu analojiler; kaynak kavram ve hedef kavram arasındaki ilişki, sunum şekli, soyutlanma düzeyi, zenginlik durumu bakımından sınıflandırılmıştır. Araştırmada güvenirliğin sağlanması için veriler arası karşılaştırma yapılmış, araştırmacılar arasındaki güvenirlik oranı %88 olarak tespit edilmiştir. Öğretmen adaylarının sosyal girişimcilik becerilerinin kazandırılmasında bir araç olarak yaratıcı drama kavramına yönelik geliştirdikleri analojilerin sınıflama biçimlerine göre tamamının sözel analojiler olduğu, basit analoji, yapısal analoji ve somut-soyu...

Öğretmen nitelikleri üstün yetenekli bireylerin eğitiminde önemli bir unsurdur. Bu çalışmanın amacı, 2017-2018 öğretim yılında Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Sınıf Eğitimi, Türkçe Eğitimi, Fen Bilgisi Eğitimi ve Okul Öncesi Eğitimi Anabilim Dalı 4. Sınıf öğretmen adaylarının üstün yetenekli öğrencilerin eğitimine ilişkin öz yeterlilik düzeylerinin bazı değişkenler açısından tespit etmektir. Araştırmada nicel araştırma modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmada araştırmacılar tarafından hazırlanan Kişisel Bilgi Formu ve Tortop (2014) tarafından geliştirilen “Öğretmenler İçin Üstün Yetenekli Bireylerin Eğitimine İlişkin Öz Yeterlik Algısı Ölçeği” kullanılmıştır. Araştırma verileri SPSS 21.0 programı ile analiz edilmiştir Araştırma verilerinin analizinin yüzde, frekans, aritmetik ortalama, bağımsız örneklemler için t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonucunda öğretmen adaylarının üstün yetenekli öğrenciler...