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

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

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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3

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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5

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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11

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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Brzosko-Barratt, Katarzyna. "Designing a pre-service CLIL teacher education program." Kwartalnik Pedagogiczny 64, no. 3 (253) (October 25, 2019): 173–93. http://dx.doi.org/10.5604/01.3001.0013.5541.

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This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

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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 (April 1, 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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Kim, Hyun Jin. "Pre-Service Primary English Teachers’ Perceptions about English Language Teacher’s Competence." Journal of Modern British & American Language & Literature 35, no. 1 (February 28, 2017): 271. http://dx.doi.org/10.21084/jmball.2017.02.35.1.271.

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Pezaro, Charlotte, Tony Wright, and Robyn Gillies. "Pre-service primary teachers' argumentation in socioscientific issues." European Journal of Science and Mathematics Education 2, no. 2A (June 15, 2014): 58–69. http://dx.doi.org/10.30935/scimath/9627.

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Varcoe, Linda, and Christopher Boyle. "Pre-service primary teachers’ attitudes towards inclusive education." Educational Psychology 34, no. 3 (May 9, 2013): 323–37. http://dx.doi.org/10.1080/01443410.2013.785061.

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Preston, Lou. "Australian primary pre-service teachers’ conceptions of geography." International Research in Geographical and Environmental Education 23, no. 4 (August 8, 2014): 331–49. http://dx.doi.org/10.1080/10382046.2014.946325.

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18

Date-Huxtable, Elizabeth, Michael Cavanagh, Carmel Coady, and Michael Easey. "Conceptualisations of infinity by primary pre-service teachers." Mathematics Education Research Journal 30, no. 4 (May 1, 2018): 545–67. http://dx.doi.org/10.1007/s13394-018-0243-9.

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Sukowati, Sukowati, Ali Mustadi, Ahmad Agung Yuwono Putro, and Gunarti Ika Pradewi. "Self-regulation of primary education pre-service teachers." Journal of Education and Learning (EduLearn) 14, no. 2 (May 1, 2020): 263. http://dx.doi.org/10.11591/edulearn.v14i2.13983.

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Kennelly, Julie, Neil Taylor, Tom Maxwell, and Pep Serow. "Education for Sustainability and Pre-Service Teacher Education." Australian Journal of Environmental Education 28, no. 1 (July 2012): 57–58. http://dx.doi.org/10.1017/aee.2012.9.

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AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral co

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KARALAR, Halit, and Bilge ASLAN ALTAN. "Examining Pre-Service Primary Education Teachers’ TPACK Competencies and Teacher SelfEfficacies." Cumhuriyet International Journal of Education 5, no. 5 (April 1, 2016): 15–30. http://dx.doi.org/10.30703/cije.321422.

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Selanik Ay, Tuğba, and Abdullah Gokdemir. "Perception of peace among pre-service teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (June 1, 2020): 427. http://dx.doi.org/10.11591/ijere.v9i2.20577.

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This research was carried out to determine pre-service teachers' perceptions of “peace”. This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peace-related sample case scenarios retained by teacher candidates themselves wer

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Eftimie, Simona, and Alina Mărgărițoiu. "Pre-service teachers looking for their professional identity." Jus et Civitas – A Journal of Social and Legal Studies 73, no. 1 (2022): 33–41. http://dx.doi.org/10.51865/jetc.2022.01.05.

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In the context of world dynamic, deep changes proposed by the new educational policy, becoming a teacher is an act of courage. Some of our previous studies have analysed the values that aimed teachers from different generations. Present study was interested to focus to the process of becoming teacher, building professional identity for his profession during educational path. For this purpose, we have analysed the way that our students, pre-service teachers (for preschool and primary school children), have chosen their educational (and professional) path, which were significant persons that hav

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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.

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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teach

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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, no. 2 (December 26, 2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.

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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teach

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Wilson, Sue, and Steve Thornton. "Bibliotherapy: A Framework for Understanding Pre-Service Primary Teachers’ Affective Responses to Learning and Teaching Mathematics." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 45–60. http://dx.doi.org/10.46517/seamej.v2i1.17.

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This paper advocates bibliotherapy as a powerful tool through which teacher educators can analyze and interpret the affective responses of pre-service primary teachers. Pre-service teachers analyzed readings about school students’ learning, and reflected on and reconstructed their understanding of their own school experiences. This process facilitated a meta-affective change that enabled the pre-service teachers to reconsider their assessment of their capacity to learn and understand mathematics. We describe this change using the stages of bibliotherapy. This change enabled the pre-service tea

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Coleman, Jackie, and Jacqueline Coleman. "Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers." Exchanges: The Interdisciplinary Research Journal 2, no. 1 (August 27, 2014): 35–52. http://dx.doi.org/10.31273/eirj.v2i1.100.

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This paper reports on a small, qualitative study undertaken by an early career researcher in an Australian university into the meanings which multilingual and bilingual pre-service teachers attach to their linguistic ‘funds of knowledge’ (Moll, Amanti, Neff and Gonzalez, 1992) in relation to their university studies, and to their emerging identities as teachers. Current pedagogical best practice in Australia indicates that drawing on students’ existing funds of knowledge in teaching and learning results in increased intellectual quality, such as higher order thinking skills, and higher academi

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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 (December 10, 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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Dasinger, Sheryl B., Sallie Averitt Miller, and Beth Pendergraft. "Literacy Learning and Teacher Education in the Primary Grades." Georgia Journal of Literacy 30, no. 2 (October 30, 2007): 14–19. http://dx.doi.org/10.56887/galiteracy.90.

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Teacher educators in Georgia are concerned about preparing teachers who can help children attain high levels of proficiency in literacy. As a result, representative teacher educators from public and private institutions that prepare teachers came together in the summer of 2006 to look at our state data. We used the data as a springboard to develop our consensus values and beliefs to support pre-service and in-service teachers in educating students in grades Pre-kindergarten through 3rd grade. In the following sections we will describe those critical conversations, our beliefs concerning a core

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Smeins, Engelina Maria, Kirsten Wildenburg, and Joana Duarte. "The Use of Digital Tools in Pre-Service Teachers’ Professional Development Towards Linguistic Diversity in Primary Education." Sustainable Multilingualism 21, no. 1 (December 1, 2022): 166–96. http://dx.doi.org/10.2478/sm-2022-0017.

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Summary As language diversity in education gradually increases, several challenges for primary school teachers arise. According to previous studies, there are not many adequate teacher training programs that prepare teachers in linguistically diverse classrooms and, therefore, teachers that teach pupils with linguistically/culturally diverse backgrounds highly depend on their own engagement with plurilingualism. This shows the need for initial plurilingual(-oriented) pre-service teacher training and in-service teachers’ continuing professional development that focus on acquiring language aware

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Lacruz-Pérez, Irene, Pilar Sanz-Cervera, Gemma Pastor-Cerezuela, and Raúl Tárraga-Mínguez. "Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as." Revista Fuentes 1, no. 23 (2021): 53–63. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12291.

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One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the res

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Nhlengethwa, Khanyisile Brenda, Nadaraj Govender, and Doras Sibanda. "FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 454–66. http://dx.doi.org/10.33225/jbse/20.19.454.

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Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The d

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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 (January 31, 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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Ramirez, Iris April L. "Pre-Service Teachers’ Perceived Level of Teaching Skills." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 97–109. http://dx.doi.org/10.31578/jebs.v6i1.222.

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To enable pre-service teachers acquire certain teaching skills, well-planned educational programs and well-trained teachers are needed to implement them. Indeed, teacher education institutions hold a major responsibility in training qualified pre-service teachers, as it is essential for the welfare of a country and securing the quality of all educational levels from primary to tertiary education. To determine the level of teaching skills, a qualitative descriptive method was used with 96 pre-service teachers. The study adopted and modified a scale according to the needs of the study and valida

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Velthuis, Chantal, Petra Fisser, and Jules Pieters. "Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching." Journal of Science Teacher Education 25, no. 4 (May 15, 2014): 445–64. http://dx.doi.org/10.1007/s10972-013-9363-y.

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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 (April 6, 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 (December 30, 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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Aznar Cuadrado, Virginia, and Blanca Puig Mauriz. "Primary pre-service teachers’ conceptions and models about tuberculosis." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 34, no. 1 (March 3, 2016): 33. http://dx.doi.org/10.5565/rev/ensciencias.1670.

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Şahin Taşkın, Çiğdem. "Exploring Pre-Service Teachers' Pedagogical Beliefs in Primary Education." International Journal of Progressive Education 15, no. 4 (August 2, 2019): 83–95. http://dx.doi.org/10.29329/ijpe.2019.203.7.

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Dickson, Martina. "Emirati Primary Pre-service Teachers’ Experience of Thematic Teaching." Journal of Teaching and Teacher Education 2, no. 2 (January 1, 2014): 151–63. http://dx.doi.org/10.12785/jtte/020206.

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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 (June 27, 2014): 234–50. http://dx.doi.org/10.1080/10986065.2014.921133.

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Hudson, Peter. "Mentoring First-Year Pre-Service Teachers of Primary Science." Action in Teacher Education 25, no. 3 (September 2003): 91–99. http://dx.doi.org/10.1080/01626620.2003.10734446.

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

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Baydar, Aşkın. "Pre-Service Primary Teachers’ Opinions on Team-Games-Tournaments." International Education Studies 14, no. 1 (December 26, 2020): 86. http://dx.doi.org/10.5539/ies.v14n1p86.

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The aim of this study is to determine pre-service primary teachers&rsquo; opinions regarding the implementation of teams-games-tournaments (TGT). For this purpose, the action research method, which is one of the qualitative research methods, was employed. The study group in the research consisted of 30 students who attended Artvin &Ccedil;oruh University College of Education Elementary Education Department Primary School Teaching Program. Qualitative data was collected by interview forms with open-ended questions. With the answers the participants gave to the interview questions, they

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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 (November 1, 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 (May 13, 2013): 294. http://dx.doi.org/10.1111/1753-6405.12056.

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Bolden, David S., Tony V. Harries, and Douglas P. Newton. "Pre-service primary teachers’ conceptions of creativity in mathematics." Educational Studies in Mathematics 73, no. 2 (September 17, 2009): 143–57. http://dx.doi.org/10.1007/s10649-009-9207-z.

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48

Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (July 14, 2021): 350. http://dx.doi.org/10.3390/educsci11070350.

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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be impleme

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Alvarez-García, Olaya, Jaume Sureda-Negre, and Rubén Comas-Forgas. "Assessing environmental competencies of primary education pre-service teachers in Spain." International Journal of Sustainability in Higher Education 19, no. 1 (January 2, 2018): 15–31. http://dx.doi.org/10.1108/ijshe-12-2016-0227.

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Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teache

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Bozdemir Yüzbaşıoğlu, Hafife. "Environmental Issues and Critical Perspectives Mentioned at Public Service Announcements which are Prepared by Primary School Pre-Service Teachers." International Journal of Psychology and Educational Studies 7, no. 4 (September 29, 2020): 143–59. http://dx.doi.org/10.17220/ijpes.2020.04.013.

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