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Journal articles on the topic 'Pre-service primary school teachers'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Marchis, Iuliana. "Pre-Service Primary School Teachers’ Spatial Abilities." Acta Didactica Napocensia 10, no. 2 (2017): 123–30. http://dx.doi.org/10.24193/adn.10.2.10.

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Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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Şahin Sak, İkbal Tuba. "School readiness: the views of pre-service preschool teachers and pre-service primary teachers." Early Child Development and Care 186, no. 4 (2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.

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Sukowati, Mustadi Ali, Agung Yuwono Putro Ahmad, and Ika Pradewi Gunarti. "Self-regulation of primary education pre-service teachers." Journal of Education and Learning (EduLearn) 14, no. 2 (2020): 263–71. https://doi.org/10.11591/edulearn.v14i2.13983.

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Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learni

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Phetha, Nonkazimulo. "ENHANCING RURAL TEACHERS' PROFESSIONAL DEVELOPMENT THROUGH PRE-SERVICE TEACHERS' SERVICE-LEARNING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 15, no. 1 (2023): 33–45. http://dx.doi.org/10.48127/spvk-epmq/23.15.33.

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Children who are differently abled from diverse contexts experience inequality regarding education, access to health care, social services, and a quality life. This study aimed to address the lack of awareness about autism spectrum disorder (ASD) in rural areas by focusing on a local primary school. Initial surveys revealed that 99% of the teachers at the school had no knowledge about ASD. To address this, an intervention was conducted to educate the teachers about the disorder. Subsequently, some teachers identified children in their classes exhibiting behaviors and symptoms consistent with A

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Herbert, Sandra, and Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education." Research in Science Education 48, no. 4 (2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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Ivanova, Veselina, and Eleonora Mileva. "ATTITUDES OF PRE-SERVICE TEACHERS IN PRIMARY AND PRE-SCHOOL PEDAGOGY TO WORK IN THEIR SPECIAL SUBJECT." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 111–15. http://dx.doi.org/10.12955/pss.v1.56.

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The purpose of the study was to examine the attitudes of pre-service teachers in primary and pre-school pedagogy to work in their subject. 76 pre-service teachers in primary and pre-school pedagogy on the Bachelor’s degree from Trakia University in Stara Zagora participated in the research. Half of the respondents had professional experience at primary schools or kindergartens. A special questionnaire was applied, related to the attitudes of the future teachers. The statistical method used for the research was alternative analysis. Factors influencing the professional realization and car

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Akcay, Ahmet Oguz, Muhammed Serhat Semercioglu, and Hasan Güllü. "The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors." Mimbar Sekolah Dasar 9, no. 1 (2022): 81–97. http://dx.doi.org/10.53400/mimbar-sd.v9i1.41270.

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Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy

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Havu-Nuutinen, Sari, Anttoni Kervinen, Anna Uitto, et al. "PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL." Journal of Baltic Science Education 18, no. 4 (2019): 583–94. http://dx.doi.org/10.33225/jbse/19.18.583.

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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-se

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Fetty, Fellasufah, and Mustadi Ali. "Cursive handwriting skills of primary school pre service teachers." Journal of Education and Learning (EduLearn) 13, no. 4 (2019): 482–89. https://doi.org/10.11591/edulearn.v13i4.13504.

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Normally, a pre service teacher will get an education in order to prepare themselves in cognitive knowledge, positive attitudes and skills. Moreover, what will be faced by them is educating children who are actually going through the initial stages of learning, namely reading, writing, and counting. Writing, especially cursive handwriting, helps children train their motor skills. To teach cursive handwriting, the pre service teacher should have good cursive handwriting skills. It would be nice if during their study, pre service teachers get cursive handwriting training. This article will descr

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Uaidullakyzy, Elmira, Aziza Zhunusbekova, Nabuova Roza, Raigul Doszhan, Karibayeva Gulnaz Maratovna, and Ulzharkyn Аbdigapbarova. "Development of entrepreneurial competence of future primary school teachers." Cypriot Journal of Educational Sciences 17, no. 4 (2022): 1333–46. http://dx.doi.org/10.18844/cjes.v17i4.7157.

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The aim of this study is to evaluate the opinions of prospective teachers regarding the development of entrepreneurial competencies of future primary school teachers. This research was designed in accordance with the qualitative research method. The research was conducted with 40 pre-service teachers who received primary school teacher training at various universities in Almaty, Kazakhstan. The data of the research were collected by interview technique in order to get the opinions of the teacher candidates participating in the research. As a result of the research, it has been seen that pre-se

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Rovan, Daria, Goran Trupčević, and Dubravka Glasnović Gracin. "Pre-Service Primary School Teachers' Motivation for Learning Mathematics." Drustvena istrazivanja 31, no. 1 (2022): 113–33. http://dx.doi.org/10.5559/di.31.1.06.

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The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous expe

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SAHINKAYA, Nihan, and Cigdem KILIC. "Pre-service primary school teachers’ metaphoric perceptions about geometry." Acta Didactica Napocensia 14, no. 2 (2021): 59–70. http://dx.doi.org/10.24193/adn.14.2.5.

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Abstract: Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was “Geometry is like/similar to…, because…”. The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1)

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Huang, Junhao, and Jianhua Cao. "A Study of Pre-Service Preparation of Exceptional Teachers in Elementary Schools from the Perspective of TPACK." Journal of Social Science Humanities and Literature 7, no. 3 (2024): 116–24. http://dx.doi.org/10.53469/jsshl.2024.07(03).16.

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In the context of educational informatization, what knowledge and ability teachers should have has always been a hot topic in educational research. The proposal of TPACK, which integrates technology, not only conforms to the trend of the times and promotes the integration of curriculum, but also provides a new perspective for teachers’ professional development. The quality of primary school excellent teachers determines the quality of primary education in China, and pre-service training is the most systematic, comprehensive and far-reaching stage in teacher training. Therefore, it is very impo

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Llinares, Salvador, and Francisco Clemente. "Characteristics of Pre-Service Primary School Teachers’ Configural Reasoning." Mathematical Thinking and Learning 16, no. 3 (2014): 234–50. http://dx.doi.org/10.1080/10986065.2014.921133.

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17

McCormick, John, and Deborah Scott. "Mathematics anxiety of some pre-service primary school teachers." Australian Educational Researcher 20, no. 3 (1993): 29–38. http://dx.doi.org/10.1007/bf03219549.

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Fellasufah, Fetty, and Ali Mustadi. "Cursive handwriting skills of primary school pre service teachers." Journal of Education and Learning (EduLearn) 13, no. 4 (2019): 482. http://dx.doi.org/10.11591/edulearn.v13i4.13504.

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Nathan, Nicole, Luke Wolfenden, and Philip J. Morgan. "Pre-service primary school teachers' experiences of physical education." Australian and New Zealand Journal of Public Health 37, no. 3 (2013): 294. http://dx.doi.org/10.1111/1753-6405.12056.

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Stylos, Georgios, Olga Siarka, and Konstantinos T. Kotsis. "Assessing Greek pre-service primary teachers’ scientific literacy." European Journal of Science and Mathematics Education 11, no. 2 (2023): 271–82. http://dx.doi.org/10.30935/scimath/12637.

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In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the fac

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Yorulmaz, Alper, and Hümeyra Uysal. "Identifying Concepts Created for Geometric Objects: Mind Map." Shanlax International Journal of Education 9, no. 4 (2021): 309–24. http://dx.doi.org/10.34293/education.v9i4.4179.

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The purpose of this research is to determine the knowledge, perceptions and misconceptions of preservice primary school teachers about geometric objects through mind maps. For this purpose, the research was designed with a case study, one of the qualitative research methods. The study group of the research consists of 52 pre-service primary school teachers studying at a state university in the Aegean Region of Turkey. After giving information about mind maps to pre-service primary school teachers, they were asked to create mind maps about the concept of “Geometric Objects”. The created mind ma

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Şahan, Gülsün. "An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education." International Journal of Education and Literacy Studies 9, no. 1 (2021): 150. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.150.

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Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who

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Huong, Trinh Thi, Phan Nhat Hao, Lu Hung Minh, and Nguyen Thi Linh. "Teacher mentors’ emotional experiences in mentoring pre-service primary school teachers during a school-based teaching internship." International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 1956–66. https://doi.org/10.53894/ijirss.v8i2.5587.

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Mentoring pre-service teachers is viewed as emotionally charged. In Vietnam, most studies have focused on mentees’ experiences in their teaching internship, leaving a knowledge gap in understanding mentors’ emotional experiences. This research, therefore, bridges this gap by investigating Vietnamese teacher mentors’ emotional experiences in mentoring pre-service primary school teachers in a school-based internship in the Mekong Delta region. A qualitative case study, drawing from complexity theory, was designated to achieve its aim. Data was collected through two rounds of structured interview

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Değirmenci Gündoğmuş, Hatice. "Pre-service primary school teachers' metaphor perceptions of digital literacy." African Educational Research Journal 12, no. 2 (2024): 89–93. http://dx.doi.org/10.30918/aerj.122.24.021.

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With the inclusion of information and communication technologies in almost every aspect of life, a digital world has begun to emerge. In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phen

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Samuel, Baah-Duodu. "Pre-Service Primary School Teachers' Mathematical Knowledge for Teaching Fractions through Problem Solving." International Journal of Advances in Scientific Research and Engineering (ijasre) 5, no. 3 (2019): 8–17. https://doi.org/10.31695/IJASRE.2019.33085.

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<em>This study measured pre-service teachers’ mathematical knowledge for teaching (MKT) fractions in Ghanaian basic schools. A Fractional Knowledge Test (FKT) and five- point Likert scale questionnaires were administered to 200 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) who were conveniently and purposively selected in order to assess their mathematical knowledge on teaching fractions in basic schools. A problem solving ability scale was adapted to assess pre-service teachers’ problem solving skills and abilities on fract

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Ephraim, Yohana Emily, Juhudi Cosmas, and Ombeni Msuya. "Head teachers’ pedagogical leadership strategies in supporting children’s transition from pre-primary to primary school in Tanzania." Journal of Management and Policy Issues in Education 1, no. 2 (2024): 56–73. http://dx.doi.org/10.58548/2024.jmpie12.5673.

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This study explored strategies to support children's transition from pre-primary to primary school. It employed a case study design, and semi-structured interviews were administered to nine head teachers and nine pre-primary school teachers from nine public primary schools in Mpwapwa and Chemba District, Tanzania. The collected data were subjected to content analysis. The study’s findings revealed that the provision of teaching and learning resources, stakeholder or community engagement, teacher motivation, a supportive school culture, and learning follow-up are essential pedagogical leadershi

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Figen, Yıldırım. ""Primary School Curriculum is like a Matryoshka": Teacher Candidates' Perceptions of the Curriculum." Education Quarterly Reviews 6, no. 1 (2023): 68–87. https://doi.org/10.31014/aior.1993.06.01.688.

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The curriculum is an important guide for a country's education system. It covers the objectives, teaching and learning process, content, and evaluation process. The primary school curriculum was updated in Turkey in 2018 and made simpler compared to the 2006 curriculum. The purpose of this research was to explore the perceptions of primary school teacher candidates about the primary school curriculum through conceptual metaphor theory. For this purpose, teacher candidates completed the prompt "Primary school curriculum is like/similar to ........ Because ………&rdquo

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Ryu, SangHee. "A Study on Perception and Image of Invention of Pre-primary Elementary School Teachers." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 2 (2025): 987–98. https://doi.org/10.22251/jlcci.2025.25.2.987.

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Objectives The purpose of this study was to investigate the perception and image of the invention of pre-primary elementary school teachers. Methods This study analyzed the degree of perception and image of the invention and the difference of the per ception and image of the invention according to general characteristics(department, invention education experi ence) of pre-primary elementary school teachers. The subjects of the study were 102 pre-primary elementary school teachers(third-year students) of A National University of Education. The analysis methods were descriptive statistics and in

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Shongwe, Elmon Jabulane. "Providing Relevant Teacher Education To Teachers of Inclusive Education in Primary Schools in Eswatini." Edukasiana: Jurnal Inovasi Pendidikan 3, no. 1 (2023): 102–14. http://dx.doi.org/10.56916/ejip.v3i1.506.

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The study aims to investigate the appropriateness of teacher education provided by teacher training institutions to teachers for an inclusive set-up in primary schools, Eswatini. Learners with disabilities in Eswatini are usually found in special schools; however, the government of Eswatini advises parents to send these children to nearby community schools. The study investigated whether the teachers in public primary schools were appropriately trained by the teacher training institutions for inclusive classrooms. A qualitative approach was used in the study, employing the multiple case study

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Menon, Maria Eliophotou, and Christos Saitis. "Satisfaction of Pre-service and In-service Teachers with Primary School Organization." Educational Management Administration & Leadership 34, no. 3 (2006): 345–63. http://dx.doi.org/10.1177/1741143206065269.

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ŞAHİN, Ömer, and Murat BAŞGÜL. "Pre-Service Primary School Teachers' Pedagogical Content Knowledge on Quadrilaterals." Acta Didactica Napocensia 13, no. 2 (2020): 284–305. http://dx.doi.org/10.24193/adn.13.2.19.

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Abstract: The aim of this study was to investigate pre-service primary school teachers’ (PPSTs) pedagogical content knowledge (PCK) on quadrilaterals. In this study, the PCK components of knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS) were used. The participants of the study consisted of 83 PPSTs studying at the primary education department of a university in Turkey. The illustrative case study method was used, while six scenarios were used as the data collection tool developed by researchers. The data obtained from open-ended scenarios were analyzed

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de Vetten, Arjen, Judith Schoonenboom, Ronald Keijzer, and Bert van Oers. "Pre-service primary school teachers’ knowledge of informal statistical inference." Journal of Mathematics Teacher Education 22, no. 6 (2018): 639–61. http://dx.doi.org/10.1007/s10857-018-9403-9.

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Martín-Molina, Verónica, Rocío Toscano, Aurora Fernández-León, José María Gavilán-Izquierdo, and Alfonso J. González-Regaña. "Characterising Pre-Service Primary School Teachers’ Discursive Activity when Defining." International Journal of Instruction 16, no. 3 (2023): 117–30. http://dx.doi.org/10.29333/iji.2023.1637a.

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YAZICIOĞLU, Aylin, Vesile ALKAN, and Selçuk ŞİMŞEK. "Pre-Service Primary School Teachers' Metaphors About Teaching Social Studies." Türk Akademik Yayınlar Dergisi 3, no. 2 (2019): 85–104. http://dx.doi.org/10.29329/tayjournal.2019.486.05.

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Stanisavljevic, Jelena, Dragan Djuric, Ljubisa Stanisavljevic, and Pierre Clément. "Analysis of pre-service and in-service views of evolution of Serbian teachers." Archives of Biological Sciences 67, no. 1 (2015): 317–29. http://dx.doi.org/10.2298/abs140505048s.

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We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolution

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Tsoumanis, Konstantinos, Georgios Stylos, and Konstantinos Kotsis. "A Comparative Study between Greek Pre-service Teachers and Primary School Students’ Scientific Literacy Levels." Science Education International 34, no. 2 (2023): 121–31. http://dx.doi.org/10.33828/sei.v34.i2.6.

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In recent decades, enhancing scientific literacy has been the ultimate goal of science education worldwide. This effort aims to develop the skills by individuals to cope with the challenges of the modern world, which requires scientific knowledge and thinking. This research study aimed to investigate and compare the scientific literacy level of Greek pre-service teachers and primary school students. The total number of participants was 787, of which 362 were pre-service teachers and 425 primary school students. Scientific literacy was assessed with the selected response measure of demonstrated

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Yıldız, Zeynep. "SCIENCE TEACHING SELF-EFFICACY BELIEFS OF PRE-SERVICE TEACHERS: CONTEXT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND VISUAL METAPHORS." Journal of Baltic Science Education 21, no. 6 (2022): 989–1003. http://dx.doi.org/10.33225/jbse/22.21.989.

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It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers' SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the resea

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Wen, Ya, Fei Liu, Liman Pang, and Huaruo Chen. "Proactive Personality and Career Adaptability of Chinese Female Pre-Service Teachers in Primary Schools: The Role of Calling." Sustainability 14, no. 7 (2022): 4188. http://dx.doi.org/10.3390/su14074188.

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Career adaptability has attracted extensive attention from international scholars as one of the important factors predicting the future sustainability of individuals. Proactive personality and calling have a positive influence on individual career development and life satisfaction, with reference to promoting the sustainable development of individuals. This study focuses on the positive effects of career adaptability and calling on shaping female primary school pre-service teachers and provides suggestions for training excellent elementary school teachers and building quality primary education

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Nguyen, Giang Thi Chau, Huong Pham, Anh Thi Quynh Nguyen, Bich Ngoc Nguyen, and Son Cong Trinh. "Perpectives of primary pre-service teachers on integrated teaching." Cypriot Journal of Educational Sciences 17, no. 12 (2022): 4324–34. http://dx.doi.org/10.18844/cjes.v17i12.8145.

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Integrated teaching has been implemented in many educational systems across the world. In order to organize integrated teaching effectively, teachers need to be equipped with integrated teaching knowledge and skills from the time they are studying at a teacher training program. This study aims to evaluate the viewpoints of primary school pre-service teachers on integrated teaching in Mathematics at the primary education level. The research used a quantitative method by surveying 354 students from five universities across the main regions of a developing country in Asia. The results show that p

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Stylos, Georgios, Antonios Christonasis, and Konstantinos Kotsis. "Pre-service Primary Teachers’ Views about Scientific Inquiry." International Journal of Studies in Education and Science 4, no. 2 (2023): 100–112. http://dx.doi.org/10.46328/ijses.66.

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While scientific inquiry is a critical goal in science education reform, worldwide research indicates that students and educators misunderstand it. The present study investigates the scientific inquiry views of 170 senior-year pre-service primary school teachers using the VASI (Views About Scientific Inquiry) questionnaire. This standardized tool assesses learners’ understanding of scientific inquiry. The analysis of student responses demonstrates that the sampled pre-service primary education teachers hold naïve views on several aspects of scientific inquiry. Findings show that participants s

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Yasemin, Deringöl. "Misconceptions of primary school students about the subject of fractions." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (2019): 29–38. https://doi.org/10.11591/ijere.v8i1.16290.

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This study was conducted with the aim of investigating the current knowledge of Primary Teachers and Primary Pre-service Teachers on the misconceptions of primary school students about the subject of fractions. The qualitative research method of case study was used to conduct the research. The data were collected with semi-structured forms that were developed by the researcher to collect the views of Primary Teachers and Primary Pre-service Teachers on the topic. The participants stated that, regarding the subject of fractions, primary school students had difficulties the most in representing

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Chaijalearn, Yuttana, Thanin Intharawiset, Phatsayakorn Laosawatdikul, Satapon Moongkumglang, and Wijitkon Kumrat. "Participatory Action Learning of Pre-Service Teachers to Develop Learning Materials with Plastic Recycling for Primary School Students in Central Thailand." Journal of Education and Learning 12, no. 4 (2023): 128. http://dx.doi.org/10.5539/jel.v12n4p128.

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The research aimed 1) to study the need in developing learning materials with plastic recycling for primary school students in Central Thailand, 2) to develop learning materials with plastic recycling for primary school students in Central Thailand based on action learning of pre-service teachers and 3) to distill the lesson learned from developing learning materials with plastic recycling for primary school students in Central Thailand based on participatory action learning of pre-service teachers. Participatory Action Research (PAR) was used. The sample in the research consisted of (1) schoo

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Apoko, Tri Wintolo. "EFL Pre-service Teachers’ Perspectives on Team-based Project in Developing English Lesson Plans in Primary Teacher Program." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 9, no. 2 (2024): 305. https://doi.org/10.21093/ijeltal.v9i2.1716.

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Team-based project (TBP) has been implemented in some universities to encourage students to be creative and motivated to develop some projects. However, not all EFL teachers in higher education can effectively apply TBP in generating the projects, including English instructional tools for young learners developed by EFL pre-service teachers. This study examines the EFL pre-service teachers' perspectives on using TBP in the contexts of how English lesson plans are developed, their creativity, motivations, and learning opportunities in the primary school teacher education program (PSTEP). The pa

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Susman, Katarina, and Jerneja Pavlin. "IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES." Journal of Baltic Science Education 19, no. 6 (2020): 1020–33. http://dx.doi.org/10.33225/jbse/20.19.1020.

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Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teacher

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 90 (2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.90.11.

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Pramudiani, Puri, Fitri Alyani, Maarten Dolk, and Wanty Widjaja. "Investigating fraction computation problem-solving among pre-service primary school teachers." Jurnal Elemen 10, no. 3 (2024): 685–710. http://dx.doi.org/10.29408/jel.v10i3.27462.

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The ability to solve problems involving fractions is a fundamental aspect of mathematics education. This study explores how Pre-Service Primary School Teachers approach problem-solving in fractional computations. A workbook is designed to support pre-service primary school teachers ' computational thinking in fraction-context challenges. The study employs a qualitative descriptive method encompassing interviews, study documentation, and observation to assess fraction computation problem-solving abilities. Twenty-seven participants were involved in this study. They were first-year students enro

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Napal-Fraile, María, María Isabel Zudaire, Svava Pétursdóttir, and Jerneja Pavlin. "eTwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers." European Journal of Educational Research me-13-2024, me-13-issue-4-october-2024 (2024): 1555–72. http://dx.doi.org/10.12973/eu-jer.13.4.1555.

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<p style="text-align:justify">eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitatio

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Mıhladız, Gülcan, and Betül Timur. "Pre-Service Science Teachers Views of In-Service Science Teachers’ Pedagogical Content Knowledge." International Journal of Physics and Chemistry Education 3, SI (2011): 89–100. http://dx.doi.org/10.51724/ijpce.v3isi.111.

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The aim of this study was to determine the pre-service science teachers’ views on Pedagogical Content Knowledge (PCK) expected to be possessed by science and technology teachers. With this aim, senior preservice science teachers’ evaluations of the science and technology teachers that they observed at primary schools while they were enrolled in the school experience course. A “Focus Group Interview” was realized with 10 pre-service teachers. The data were analyzed by “descriptive statistics and content analysis methods” and 5 themes were attained. The five themes are: subject matter knowledge,

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Aliu, Jetë, and Fjolla Kaçaniku. "An Exploration of Teacher Leadership: Are Future Teachers Ready to Lead?" Center for Educational Policy Studies Journal 13, no. 4 (2023): 37–62. http://dx.doi.org/10.26529/cepsj.1634.

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The teaching profession has become increasingly complex in the last decades. The changing role of teachers has called for a new paradigm of the teaching profession that recognises the potential of teachers to lead for supporting school development and change. The influence teachers have on the school community and their commitment to school change are at the core of teacher leadership definitions. Preparing future teachers to act as leaders in their schools can support the overall efforts for school improvement. Hence, the purpose of this study is to explore pre-service teacher leadership deve

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Alper, Yorulmaz, and Çekirdekci Sıtkı. "A Look at the Processes of Developing Math Activities: Pre-service Primary Teachers." Ed 4, no. 3 (2021): 155–68. https://doi.org/10.31014/aior.1993.04.03.327.

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Activities, which are defined as activities that support students’ mathematical learning and increase their levels of mathematic learning, enable the individual to be active by mentally and physically engaging in an action, to establish a cause-effect relationship, and to satisfy his/her curiosity. In this respect, activities have an important effect on the attitude towards mathematics. For this reason, it was aimed to examine the math activity preparation processes of pre-school primary teachers in the current study. To this end, the study was designed in accordance with the case study

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