Relevant bibliographies by topics / Pre-service primary teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pre-service primary teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Pre-service primary teachers"

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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 (May 21, 2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.

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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. 87 (May 30, 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 (August 25, 2017): 123–30. http://dx.doi.org/10.24193/adn.10.2.10.

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Sung, Min-Chang. "Pre-Service Primary English Teachers’ AI Chatbots." Lanaguage Research 56, no. 1 (April 30, 2020): 97–115. http://dx.doi.org/10.30961/lr.2020.56.1.97.

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Peterson, Ray, and David Treagust. "Primary pre-service teachers' pedagogical reasoning skills." Research in Science Education 22, no. 1 (December 1992): 323–30. http://dx.doi.org/10.1007/bf02356912.

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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 (May 20, 2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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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 (March 1, 2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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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 (April 30, 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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Dražnik, Tjaša. "Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies." Sustainable Multilingualism 20, no. 1 (June 1, 2022): 69–93. http://dx.doi.org/10.2478/sm-2022-0004.

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Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre
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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 (December 31, 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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Dissertations / Theses on the topic "Pre-service primary teachers"

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Ben-Motreb, Khaled Saad. "Pre-Service Primary Teachers' Mathematics Conceptions and Practices." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525238.

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This study investigates the relationships between the teaching practices of a cohort of year-four mathematics specialist pre-service teachers (n=48) at Hafouf Teachers' College in Saudi Arabia and their mathematics conceptions. These conceptions were compared to those of the whole cohort of year-three Arabic, mathematics and science pre-service teachers (n = 130). The mathematics conceptions of the two cohorts were surveyed at the beginning of the college semester and the year-four mathematics pre-service teachers were subsequently observed whilst on their teaching practice semester. In additi
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Wilson, Sue Anne. "Bibliotherapy to address mathematics anxiety in primary pre-service teachers." Phd thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/7853d849faff896114cc31962b0ea34c7f8882be2b18ce3772f3f961e883496a/3683656/Wilson_2019_Bibliotherapy_to_address_mathematics_anxiety_in.pdf.

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This thesis contributes to the understanding of an important ongoing issue in mathematics education and adds to the literature on ways to address this issue. The study is located against a social and historical background of issues of exclusion from participation in opportunities that are afforded by competence in mathematics. Mathematics anxiety (maths anxiety) in primary pre-service teachers has been reported in the research literature as an ongoing issue. This anxiety can lead to high levels of stress and poor performance and can impact on confidence and emotional and academic wellbeing. O
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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Nu
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Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.

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Over the past decades, there has been a growing consensus among researchers and teacher educators that more support and training should be provided for pre-service and in-service teachers in order to help them acquire basic assessment knowledge and competence. Using a quasi-experimental research design, this dissertation study examined the effectiveness of a backward-designed assessment training course for improving the assessment literacy levels of pre-service primary teachers who were participating in college-level teacher preparation programs in Shanghai. Two extant naturally formed classes
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.

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Taylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.

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Science and technology are promoted as major contributors to national development. Consequently, improved science education has been placed high on the agenda of tasks to be tackled in many developing countries, although progress has often been limited. In fact there have been claims that the enormous investment in teaching science in developing countries has basically failed, with many reports of how efforts to teach science in developing countries often result in rote learning of strange concepts, mere copying of factual information, and a general lack of understanding on the part of local s
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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.

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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriat
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Wilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.

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Knowledge about how to teach remains a contentious issue in the preparation of final year pre-service teachers. This study, informed by the work of Shulman (1986) and Grossman (1990), examines knowledge for mathematics teaching by pre-service teachers. The context for this study was a mathematics education course, part of an Initial Teacher Education programme for primary teaching. Different categories of teacher knowledge distinguish between content knowledge and pedagogical content knowledge. There is considerable research about the knowledge needed for teaching mathematics from a teacher pe
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Pink, Elizabeth I. "Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231720/1/Elizabeth_Pink_Thesis.pdf.

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This thesis describes a mixed-method study exploring early childhood and primary pre-service teachers’ self-reported beliefs about the importance of reading for pleasure in the early years of school, as well as the benefits and challenges they expect to experience in implementing reading for pleasure pedagogies in the classroom. The results of the study provide evidence to inform further research and have implications regarding potential improvements in early school reading instruction and pre-service teacher education.
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Tang, Kuen-yan, and 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.

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Books on the topic "Pre-service primary teachers"

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Ng, Swee Fong. Malaysian pre-service primary mathematics teachers and their lecturers: Practice and beliefs about mathematics, teaching and learning. Birmingham: University of Birmingham, 1995.

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Felmer, Patricio, Renato Lewin, Salomé Martínez, Cristián Reyes, Leonor Varas, Eugenio Chandía, Pablo Dartnell, et al. Primary Mathematics Standards for Pre-Service Teachers in Chile. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/8948.

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Felmer, Patricio Luis. Primary Mathematics Standards for Pre-Service Teachers in Chile: A Resource Book for Teachers and Educators. World Scientific Publishing Co Pte Ltd, 2014.

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Joyce, Glasgow, Robinson Pansy, Unesco. Division of Science, Technical and Environmental Education., and United Nations. Environment Programme. International Environmental Education Programme., eds. Environmental education: Module for pre-service training of teachers and supervisors for primary schools. [Paris]: Unesco, Division of Science, Technical and Environmental Education, 1986.

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Book chapters on the topic "Pre-service primary teachers"

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Mills, Reece, and Theresa Bourke. "Primary Specialisation in Australian Education: Pre-service Teachers’ Lived Experiences." In Teacher Education in Globalised Times, 23–40. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_2.

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Montoro, Ana Belén, and Francisco Gil. "Exploring Flow in Pre-service Primary Teachers Doing Measurement Tasks." In ICME-13 Monographs, 283–308. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13761-8_13.

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Hino, Keiko, Gabriel J. Stylianides, Katja Eilerts, Caroline Lajoie, and David Pugalee. "Topic Study Group No. 47: Pre-service Mathematics Education of Primary Teachers." In Proceedings of the 13th International Congress on Mathematical Education, 593–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_74.

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Boyle, Christopher, Kelly-Ann Allen, and Christopher L. Barrell. "Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education." In Research for Inclusive Quality Education, 29–40. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_3.

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Wildgans-Lang, Angelika, Sarah Scheuerer, Andreas Obersteiner, Frank Fischer, and Kristina Reiss. "Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations." In Learning to Diagnose with Simulations, 17–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_3.

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AbstractAnalyzing students’ documents (e.g., their homework) can serve as a basis for diagnosing students’ learning status and thus also for adaptive teaching. When making diagnostic judgments about students’ learning status in mathematics, teachers may benefit from using theoretical models of mathematical competence because such models illustrate what tasks students should have mastered on each level of competence. Based on students’ documents and a model of mathematical competence at the primary level, we developed a simulated learning environment for (1) analyzing and (2) supporting pre-service teachers’ diagnostic processes and results. When working in the simulated environment, pre-service elementary teachers are asked to assess virtual third graders’ learning status by diagnosing their mathematical competence levels as well as their misconceptions (e.g., misconception regarding multiplication) based on the competence model. To do so, pre-service teachers analyze students’ solutions to mathematical problems that they can select from a set of problems varying in content and difficulty. First data analyses suggest that the environment can capture differences in pre-service teachers’ diagnostic processes. A better understanding of these processes can serve as a basis for further developing the learning environment.
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Mccormack, Lorraine. "Pre-Service Primary School Teachers’ Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science." In Understanding Science Teachers’ Professional Knowledge Growth, 13–26. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-313-1_2.

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Pellet, Jean-Philippe, Gabriel Parriaux, and Morgane Chevalier. "Design and Analysis of a Disciplinary Computer Science Course for Pre-service Primary Teachers." In Informatics in Schools. A Step Beyond Digital Education, 125–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15851-3_11.

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Tetiurka, Małgorzata. "L1 Use in the Foreign Language Primary Classroom—Pre-service Teachers’ Beliefs and Practices." In Second Language Learning and Teaching, 259–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_16.

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Reynolds, Barry Lee, Chen Ding, and Janis Zhiyou Li. "Pre-service Primary Teachers’ Perceptions of a Primary Education Program and an English Language Teaching Practicum: A Macau Case Study." In Handbook of Research on Teacher Education, 351–77. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9785-2_18.

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Maffia, Andrea, Simone Rossi Tisbeni, Federica Ferretti, and Alice Lemmo. "A Clustering Method for Multiple-Answer Questions on Pre-service Primary Teachers’ Views of Mathematics." In Theorizing and Measuring Affect in Mathematics Teaching and Learning, 129–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50526-4_13.

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Conference papers on the topic "Pre-service primary teachers"

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.
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Bilgin, Ayse, Carmel Coady, Joanne Mulligan, Vincent Geiger, Michael Cavanagh, Peter Petocz, and Liz Date-Huxtable. "Opening real science: statistical literacy for pre-service primary teachers through flexible delivery." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15304.

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Opening Real Science (ORS) is an Australian Government funded project in which leading teacher educators, scientists, mathematicians, statisticians and ICT designers are collaborating to develop online modules for implementation in teacher education programs, aimed at building the competence and confidence teachers need to inspire their students. This paper documents the development of a Statistical Literacy module for Primary Teachers (SL-P). The project’s approach focusses on real life applications of statistics that students are genuinely interested in, coupled with scaffolding applications
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Chikobava, Margarita, and Ralf Romeike. "Towards an Operationalization of AI acceptance among Pre-service Teachers." In WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481349.

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de Vetten, Arjen, Judith Schoonenboom, Ronald Keijzer, and Bert van Oers. "Pre-service primary school teachers’ (pedagogical) content knowledge during teaching informal statistical inference." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.ozwxp.

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We analyzed the lessons of three pre-service primary school teachers (PSTs) who taught a lesson about informal statistical inference (ISI). These PSTs participated in a teacher college intervention. We investigated the appropriateness of their ISI knowledge when teaching to primary school students an ISI lesson provided by their teacher educator. Using the ISI framework by Makar &amp; Rubin and the Knowledge Quartet framework we coded and categorized the teaching actions of the PSTs. The results showed that a large majority of the PSTs’ teaching actions was appropriate. Overall, they did well
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Standl, Bernhard, and Nadine Schlomske-Bodenstein. "Investigating Teacher’s Empathy and Its Impact on Pre-Service Teachers’ Self-Efficacy in Programming Tasks." In WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481332.

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Santos, Nuno, Paulo Afonso, and Dolores Alveirinho. "EXPLORATION OF PICTORIAL GROWTH PATTERNS THROUGH KAHOOT: A STUDY WITH PRE-SERVICE PRIMARY TEACHERS AND PRE-SERVICE KINDERGARTEN TEACHERS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0450.

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Liskova, Dasa, Blanka Kozik Lehotayova, Katerina Kostolanyova, and Eva Gasparova. "OPINIONS AND ATTITUDES OF PRE-PRIMARY EDUCATION TEACHERS AND PRE-SERVICE TEACHERS ON USING AUGMENTED REALITY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2799.

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Lamanauskas, Vincentas. "PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.95.

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Primary school teachers’ science competence remains a highly relevant theoretical and practical problem. Although the general curricula and educational standards of Lithuanian general education school set quite high requirements for the process of primary school science education, the science competence of teachers raises reasonable concerns. It has to be stated that in university primary education study programmes, insufficient attention is paid to the natural science component. This leads to a possible lack of preparation for pre-service primary school teachers in science education. A pilot
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Dofkova, Radka, and Martina Uhlirova. "TEACHING METHODS USING IN MATHEMATICS PRIMARY PRE-SERVICE TEACHERS TRAINING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0410.

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Cohen, Irit Mazor. "Primary School Pre-Service Teachers' Collective Reflective Discourse On Reflection." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.31.

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Reports on the topic "Pre-service primary teachers"

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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primar
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel
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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction o
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