Journal articles: 'Preparing Pre-service Teachers'

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Mirliss, Danielle. "Preparing Future Teachers." International Journal of Gaming and Computer-Mediated Simulations 6, no. 2 (April 2014): 15–29. http://dx.doi.org/10.4018/ijgcms.2014040102.

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This study explored the use of virtual world role-play activities to increase pre-service teachers' sense of teaching efficacy and attitudes toward inclusion. These constructs are also important for teacher identity development since they influence teacher dispositions, effort, professional development and beliefs in intrinsic obligations. The activity was embedded in an undergraduate course for first-year Education majors that focused on supporting diverse learners. Pre-service teachers played the roles of various diverse learners including students with physical, behavioral, socio-economic, emotional and mental challenges. Data were collected at three points during the semester in order to assess changes in efficacy and attitudes. Open ended questions also provided insight into the experience of identity experimentation. Results suggest that perspective taking activities using virtual worlds can provide powerful experiences to support identity development.

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Alahmad, Abdalhamid, Tatjana Stamenkovska, and János Gyori. "Preparing Pre-service Teachers for 21st Century Skills Education." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 67–86. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp67-86.

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This study examines the efficiency of a model aimed at teaching 21st century skills to preservice teachers at Damascus university. Two fundamental aspects were explored, firstly, promoting the teaching of 21st century skills; and, secondly, incorporating 21st century skills in the educators’ pedagogical training. Quantitative data was collected from 106 student teachers, and 34 teacher educators through two survey questionnaires. Results from the teacher educator’s survey data showed that the model to promote all 21st century skills in student teachers was efficient. The student teachers felt that the pedagogical training of this model was efficient in terms of promoting cognitive skills, but only average when considering information literacy and problem-solving skills and performed poorly in fostering communication skills. Thus, even though the model is efficient in promoting 21st century skills for future teachers, it lacks a training framework that places equal emphasis on applying the skills during teacher training.

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Oigara, James N., and Jared Keengwe. "Pre-Service Teachers and Technology Integration with Smart Boards." International Journal of Information and Communication Technology Education 7, no. 4 (October 2011): 84–92. http://dx.doi.org/10.4018/jicte.2011100108.

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This study explores pre-service teachers’ experiences integrating SMART Board technology into their teaching practice. The results suggest that pre-service teachers found the technology mentoring process to be useful in preparing them to integrate instructional technology into their lessons. The pre-service teachers developed high interest in integrating SMART board technology within their own practice. They also reported the technology mentoring process to be useful in preparing them to integrate instructional technology into their teaching. This article highlights the need for teacher educators to create a better curriculum aimed at preparing teachers who can selectively, purposely, and effectively integrate appropriate educational technologies into classroom instruction.

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Gilroy, Peter. "Preparing pre-service teachers for family-school partnerships." Journal of Education for Teaching 44, no. 3 (April 23, 2018): 251. http://dx.doi.org/10.1080/02607476.2018.1465522.

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Lee, I. "Preparing pre-service English teachers for reflective practice." ELT Journal 61, no. 4 (April 13, 2007): 321–29. http://dx.doi.org/10.1093/elt/ccm022.

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Mukhtar, Munierah Ainaa, Zuwati Hasim, and Melor Md Yunus. "THE EFFICACY OF SIMULATED TEACHING IN PREPARING PRE-SERVICE TEACHERS FOR PRACTICUM." Journal of Nusantara Studies (JONUS) 3, no. 1 (June 27, 2018): 64. http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74.

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Teacher training programme has been recognised for its importance in training and preparing pre-service teachers for practicum and teaching profession. Interest in the field is noticeable with a number of studies conducted on teacher training areas. To ensure that appropriate training is given for the pre-service teachers prior to their actual classroom teaching, there is a need to look into the extent the pedagogical and content knowledge are delivered and acquired. Pre-service teachers in local public universities have gone through difficult times adjusting to real school environment during practicum period even though they have attended and completed their fair share of mock teaching in simulated teaching classroom. In Malaysia, research on simulated teaching as part of teacher training is still limited and the focus is normally given on the area of assessments and curriculum. Hence, it is the aim of this study to identify issues faced by the pre-service teachers during the practicum. For the purpose of this study, six pre-service teachers were selected as participants from a local public university through purposive sampling; the participants have to have gone through both simulated teaching and teaching practicum. Data were gathered through one-on-one narrative interviews and focus group interviews and analysed with thematic and content analysis. The findings reveal that simulated teaching is effective because of the feedback gathered and it can be further improved by increasing its frequency, integrating more role plays, and including a comprehensive Q&A session after the teaching.Keywords: Micro-teaching, simulated teaching, teacher training programme, teaching practicum, pre-service teachers, educationCite as: Mukhtar, M.A., Hasim, Z., & Md Yunus, M. (2018). The efficacy of simulated teaching in preparing pre-service teachers for practicum. Journal of Nusantara Studies, 3(1), 64-74.http://dx.doi.org/10.24200/jonus.vol3iss1pp64-74

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Nayagi N, Kothai, and M. Rajendran. "PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT." Humanities & Social Sciences Reviews 8, no. 1 (February 18, 2020): 666–73. http://dx.doi.org/10.18510/hssr.2020.8180.

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Purpose of the study: The purpose of this study is to investigate the pre-service teachers’ understanding of assessment concepts and their approaches to classroom assessment. The relationship between their approaches and confidence in classroom assessment was also established. Methodology: A survey method was used to study the pre-service teachers’ approaches to classroom assessment. One thirty-one second-year pre-service teachers from the University of Delhi, India participated in this study. A modified instrument namely ‘Approaches to Classroom Assessment Inventory (ACAI)’ which consists of two parts was employed Simple t-test, correlation and factor analysis methods were used to analyze the data. Main Findings: Results showed that the pre-service teachers had a better understanding of three out of five issues which include assessment purpose, measurement theory, and confidence in monitoring the assessment. However, the study found that they have an inadequate understanding of assessment design and assessment practices. Furthermore, the correlation between their approach and their confidence was very low and non-significant. The results are discussed in the context of the assessment curriculum and its transaction at the secondary teacher education program. Implication /Applications of this study: Understanding of what pre-service teachers think about assessment issues within the current educational context helps in preparing them as better teachers. The study may provide some evidence for policymakers and curriculum framers [developers] that the importance of practical aspects of assessment in the secondary teacher education curriculum. Novelty/Originality of this study: No study has been done so far on the different aspects of assessment approaches and its issues at pre-service teacher’s level in India.

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Bialka, Christa S., Nicole Hansen, and Sarah Jin Wong. "Breaking the Cycle: Preparing Pre-Service Teachers for Disability-Related Discussions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (January 24, 2018): 147–60. http://dx.doi.org/10.1177/0888406418754326.

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Teacher preparation programs play a seminal role in the development of prospective teachers, as they provide future educators with information regarding the rights of students with disabilities and the pedagogical means to support them in the classroom. Yet, few programs focus on how to discuss disability with students (Abernathy & Taylor, 2009; Cosier & Pearson, 2016). Once they enter into practice, many teachers hesitate to engage students in conversations about disabilities because they are unsure of what to say or fear offending students with disabilities (Crowson & Brandes, 2014; Gay & Howard, 2000). Because there is scant literature on how to best prepare pre-service teachers to hold disability-related discussions in their future classrooms, in this article, the authors aim to fill a void in current practice by providing examples of activities, assessments, and related materials that enable pre-service teachers to talk about disabilities.

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TEKIR, Serpil, and Hanife AKAR. "Preparing Pre-service English Language Teachers for Classroom Realities: Strengthening Their Competence in Instructional Materials." Eurasian Journal of Educational Research 20, no. 86 (April 14, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.86.10.

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Ekiaka Nzai, Valentin, Yu-Lin Feng, and Concepción Reyna. "Preparing Net Gen pre-service teachers for digital native classrooms." Colombian Applied Linguistics Journal 16, no. 2 (September 22, 2014): 185. http://dx.doi.org/10.14483/udistrital.jour.calj.2014.2.a04.

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Jordan, Michelle E. "Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching." Theory Into Practice 55, no. 3 (May 4, 2016): 197–206. http://dx.doi.org/10.1080/00405841.2016.1176812.

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Young, Natalie, Gregory James Conderman, and Myoungwhon Jung. "Preparing Pre-service Early Childhood Candidates for Diverse Classrooms." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 37–52. http://dx.doi.org/10.4018/ijtepd.2019070103.

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The demographics of schools in United States (U.S.) are rapidly changing. Therefore, teachers in the U. S. need to be prepared to teach children with a wide variety of diverse backgrounds. This article describes an introductory early clinical experience purposefully designed to provide early childhood pre-service teachers from a large Midwestern university in the U. S. with opportunities to teach children in a high-need and diverse setting. Data from exit slips and surveys associated with the Open Doors program were analyzed over four years. Results indicated that almost 90% of candidates felt the experience was beneficial to their professional growth and would consider working in a diverse school. Slightly over 90% felt the experience increased their knowledge and skills regarding working with diverse students. Implications for similar projects are provided.

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Alanko, Anu. "Preparing pre-service teachers for home–school cooperation: exploring Finnish teacher education programmes." Journal of Education for Teaching 44, no. 3 (April 20, 2018): 321–32. http://dx.doi.org/10.1080/02607476.2018.1465644.

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Gökçek, Tuba. "Examining Mathematics Pre-service Teachers’ Experiences of School Practicum." Journal of Education and Training Studies 6, no. 8 (June 19, 2018): 87. http://dx.doi.org/10.11114/jets.v6i8.3264.

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This article presents findings from research about a practice teaching course designed to help mathematics pre-service teachers to learn from the practices of school teachers and supervisors. For this reason, the aim of this study is to research the contribution of the practicum course to the teacher candidates understanding of the teaching process. The participants in this study were 61 pre-service teachers, enrolled in a required six-hour teaching practicum course taught in the last year of the mathematics education program at a large state university located on the north coast of Turkey. To answer the research question, information was primarily obtained from reflection reports prepared by the supervisor. Content analysis was completed to reveal the emerging themes and codes. The results indicate that practicum contributed in several ways to novice teachers’ view of teaching. These include preparing for the profession; application of theory-practice; getting to know students and being aware of the difficulties.

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Chia, Alexius, Stefanie Chye, and Bee-Leng Chua. "The Autonomous Thinking Teacher: Preparing English Teachers for the 21st Century." English Teacher 50, no. 2 (August 1, 2021): 102–15. http://dx.doi.org/10.52696/qqyb1862.

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This concept paper describes the changes made to Singapore’s initial teacher preparation (ITP) programmes with a specific focus on its thinking teacher model (NIE, 2009) – a model of teacher agency and an approach to ITP that requires self-reflection on roles and practice, understanding theories and research, and adapting to changing learner needs (Tan & Liu, 2015). An important component of this model is a ‘meta’ course which all pre-service teachers are required to undergo. This ‘meta’ course called Professional Practice and Inquiry (PPI) initiative – which was introduced to develop reflective professionals – cuts through the entire ITP programme providing them with both a framework and a platform to curate their understandings across all their courses, reflect deeply about teaching and learning and highlight their best work. This paper demonstrates, by the use of vignettes from their reflective pieces, how the goals and various components made possible by the PPI initiative provided the impetus for English pre-service teachers to develop into autonomous thinking teachers.

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Megawati, Fika, and Yuli Astutik. "TEACHING PRACTICUM: INVESTIGATING EFL PRE-SERVICE TEACHERS� SELF-EFFICACY." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 125. http://dx.doi.org/10.25134/erjee.v7i1.1500.

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Self-efficacy is influential in determining someone's future competence. Identifying self-efficacy towards pre-service teachers provides significant information about how competent they are in applying theoretical concepts of teaching in the real school. It also becomes reflection for the institution on the quality of courses related to TEFL carried out in the implemented curriculum. Accordingly, this study aims to investigate pre-service EFL teachers' self-efficacy during the teaching practicum. This is a qualitative study involving 27 EFL teacher candidates who conducted teaching performance in some different schools. To collect the data, online Likert scale questionnaire was disseminated to the informants. The responses were interpreted through percentage and analyzed descriptively. The results indicated that generally the pre-service teachers' self-efficacy in terms of teaching skill, constructing and applying lesson plan, assessment, and classroom management, was quite high although some of them seemed to find difficulties in carrying out some classroom activities with the students. Self-efficacy analysis towards EFL learners� practicum gives implication to any institutional parties for preparing the better quality and program of future generation teachers.Keywords: competent; teacher candidate; self-efficacy; reflection.

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Popovičová, Barbora. "Application of self-reflection in education of pre-service teachers." International Journal for Innovation Education and Research 4, no. 2 (February 29, 2016): 19–23. http://dx.doi.org/10.31686/ijier.vol4.iss2.512.

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Reflection, especially, self-reflection is in education considered as thinking about one’s own acting and looking back to one’s own performance. It is an essential factor in teachers’ professional development. However, self-reflection may be used also when preparing future teachers. It is beneficial for pre-service teachers to see their own teaching and to reflect on it. One of the ways how to use self-reflection as a teaching tool in teacher training programmes is videotaping of microteaching. Videotaping may reveal not only the mistakes but also inadvertent gestures, movements or frequently used words. The students of teaching training programmes at University of Prešov use videotaping of their microteaching and their reactions are rather positive. Majority of them commented that watching themselves in action is helpful and useful for their improvement in teaching practice.

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Dwiniasih, Dwiniasih, Farah Sukmawati Wahidah, and Susanto Susanto. "INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 230. http://dx.doi.org/10.24252/eternal.v62.2020.a4.

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For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-service teacher while managing classroom. The results reveal that the skill which is still not optimal related to the creation and maintenance of optimal learning conditions is the skill that shows response attitude because of nervous and tend to focus to the certain group or students considered comfortable. Meanwhile, skills related to the control of optimal learning conditions that is still not done optimally by the participants, namely finding and overcoming behavior that poses problems with the way of exile caused by frightened by pre-service teachers against increasingly poor or rebellious student responses. However, referring to overall indicator of classroom management skills, pre-service teacher could be categorized as having done a grade managing skills well.

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Schroedler, Tobias, and Patrick Grommes. "Learning about Language: Preparing pre-service subject teachers for multilingual classroom realities." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 223–40. http://dx.doi.org/10.1515/cercles-2019-0014.

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Abstract This paper presents and discusses experiences gained in a German teacher education innovation project on competence and skill development in dealing with multilingualism. New seminar structures were developed, which go hand in hand with a reorganisation of the entire teacher education structure in the University of Hamburg. The aim of these reform implementations is to equip all future subject teachers with relevant skills for dealing with multilingualism and the challenges that learners of German as a second language (GSL) experience. In order to achieve this, a compulsory course on the foundations of multilingualism and language sensitive subject teaching was developed and implemented in the M.Ed. programme (Teacher Degree). In this class students learn about societal multilingualism, basics of contrastive theoretical linguistics, language development, strategies and methods for language sensitive subject teaching as well as practical implementation guidance. Based on a theoretical overview outlining the local conditions with regard to multilingualism and the necessity of language sensitive teaching, the contents of the course are described including a critical reasoning on their substance and place in the course. For a better understanding of the competence development and the effectiveness of the newly introduced seminar(s), a thoroughly validated test instrument is employed in a pre-post design to observe the participants’ skill development. The results of this testing procedure show positive tendencies, yet it remains clear that more work needs to be done in the area.

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Imbrailo, Nicole, and Karen Steenekamp. "The relationship between assessment and preparing BEd undergraduate students for the South African school context." South African Journal of Education, no. 40(3) (August 31, 2020): 1–12. http://dx.doi.org/10.15700/saje.v40n3a1857.

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The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule – especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession.

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Hull, Karla. "Practicing Improvisation: Preparing Multicultural Educators." Multicultural Learning and Teaching 10, no. 2 (September 1, 2015): 183–96. http://dx.doi.org/10.1515/mlt-2015-0007.

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AbstractPreparing competent multicultural educators involves a dynamic process requiring constant self-reflection and assisting pre-service teachers to sharpen their cultural vision as they learn to be responsive educators. Reflections on lessons learned as a teacher educator are shared through personal experiences that are identified as keys to prepare multicultural educators. The keys include practicing improvisation, the virtue of not-knowing, identifying cultural discontinuity, the dilemma of difference, and opening the door to life’s contingencies.

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Zhang, Yiyue. "Walking a mile in their shoes: Developing pre-service music teachers’ empathy for ELL students." International Journal of Music Education 35, no. 3 (May 2, 2016): 425–34. http://dx.doi.org/10.1177/0255761416647191.

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In recent decades, music educators have become increasingly aware of the English Language Learner (ELL) population due to mainstreaming and inclusion policies. Meanwhile, the need for adequately preparing pre-service music teachers has become a focal point for music teacher preparation programs in the United States. In this article, I will 1) discuss the importance of developing pre-service music teachers’ empathy for ELL students; 2) offer suggestions for developing empathic pre-service music teachers; and 3) describe how a classroom cultural immersion experience can help pre-service music teachers to develop their empathy as well as increase their awareness of effective teaching strategies for ELL students. Through a short-term classroom cultural immersion experience, pre-service music teachers in the U.S. learned what it was like to be an ELL; as a result of their experience, they became more culturally and linguistically responsive. They deepened their level of empathy for ELLs, and expanded their knowledge base of techniques for effective music teaching.

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Andrews, Lanna. "Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction." Journal of Special Education Technology 17, no. 3 (June 2002): 27–35. http://dx.doi.org/10.1177/016264340201700302.

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This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.

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Delano-Oriaran, Omobolade. "Preparing pre-service teachers for culturally diverse classrooms: a conceptual model." Journal of Education for Teaching 38, no. 1 (January 20, 2012): 103–6. http://dx.doi.org/10.1080/02607476.2012.643660.

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Theoharis, George, and Julie Causton‐Theoharis. "Preparing pre‐service teachers for inclusive classrooms: revising lesson‐planning expectations." International Journal of Inclusive Education 15, no. 7 (August 2011): 743–61. http://dx.doi.org/10.1080/13603110903350321.

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Bilousova, Lyudmyla, and Natalya Zhytienova. "PREPARING OF PRE-SERVICE TEACHERS FOR CREATING DIGITAL DIDACTIC VISUAL MEANS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(45) (June 24, 2019): 9–14. http://dx.doi.org/10.24144/2524-0609.2019.45.9-14.

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Nallaya, Sasikala. "Preparing International Pre-Service Teachers for Professional Placement: In-School Induction." Australian Journal of Teacher Education 41, no. 4 (April 20, 2016): 110–25. http://dx.doi.org/10.14221/ajte.2016v41n4.7.

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Watts, Vivienne, and Louise Laskey. "Preparing Teachers for Effective Child Protection: a pre‐service curriculum approach." South Pacific Journal of Teacher Education 22, no. 2 (January 1994): 117–27. http://dx.doi.org/10.1080/0311213940220202.

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Akyel, Ayşe. "Research Engagement in the EFL Pre-Service Practicum." Language in Focus 1, no. 1 (July 1, 2015): 1–14. http://dx.doi.org/10.1515/lifijsal-2015-0001.

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Abstract The study aims to add to our understanding of pre-service teachers’ perceptions and experiences of research engagement during the school practicum. Specifically speaking, the following research question was addressed: What are Turkish pre-service EFL student teachers’ perceptions of the extent to which research engagement in the school practicum is beneficial for their professional development? Twenty-Four EFL student teachers (22 female, 2 male) participated in the study. They all took the practicum course together with the teacher research course during the 8th semester of their four-year undergrad education. Data came from an open-ended questionnaire, student teachers’ written reflections, conclusion sections of the research projects and semi-structured interviews with some of the participants after graduation. The findings indicated that participants benefited from research engagement during their practice teaching experience in questioning and reframing their understandings of teaching. However, they had some difficulties in research engagement during the school practicum. These findings have some crucial implications for the school practicum component of EFL teacher education programs. There is a common agreement that the pre-service teacher education programs are ideally responsible for laying the foundation for “contextualized” and “personalized” (Freeman & Johnson,1998) learning opportunities and preparing novices “to learn in and from their practice”(Feiman-Nemser, 2005). To this end, teacher candidates need support in using their own teaching practice as well as that of others (Kane and Francis, 2013) as a site of inquiry to examine and or reframe their understandings of teaching and students. (Ball and Cohen, 1999; Cochran and Smith and Lytle, 2009; Norman and Feiman-Nemser, 2005; Parr and Timperley 2010, Trent 2012). However, it is generally accepted that opportunities for such a process are not efficiently created by pre-service teacher education programs (Freeman&Johnson 1998, Feiman- Nemser 2009; Kane and Francis, 2013)

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Astuti, Andari Puji, Abdul Aziz, Sri Susilogati Sumarti, and Dwi Anggani Linggar Bharati. "Preparing 21st Century Teachers: Implementation of 4C Character’s Pre-Service Teacher through Teaching Practice." Journal of Physics: Conference Series 1233 (June 2019): 012109. http://dx.doi.org/10.1088/1742-6596/1233/1/012109.

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Yuan, Huanshu. "Developing Culturally Responsive Teachers: Current Issues and a Proposal for Change in Teacher Education Programs." World Journal of Education 7, no. 5 (October 27, 2017): 66. http://dx.doi.org/10.5430/wje.v7n5p66.

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This paper examined current issues of educating culturally responsive teachers in teacher education programs fromempirical researches. Focusing on constructing a culturally responsive knowledge base for teacher education students,this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches toestablish a culturally responsive knowledge base for teacher education students, as well as presented practicalimplications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulatingreconsiderations of situating teacher education programs in multicultural context, this paper brought culturallyresponsive perspectives to empower pre-service and in-service teachers’ teaching capacities to meet needs from theirstudents with diverse cultural and racial backgrounds.

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RESNIK PLANINC, Tatjana. "Hidden aspects of pre-service geography teacher education in Slovenia—vision versus reality." European Journal of Geography 11, no. 2 (December 12, 2020): 88–104. http://dx.doi.org/10.48088/ejg.t.pla.11.2.88.104.

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Educators of future teachers are constantly faced with the changing demands of modern times in providing quality school education. The process of educating pre-service teachers involves many hidden aspects that even educators of pre-service teachers themselves are often unaware of, as they are subtly hidden behind likeable professional eloquence. For decades, the pre-service geography teacher education in Slovenia has been driven by the educators’ profound belief in the significance of preparing students for their future professions, regardless of the, often hidden, obstacles that they have had to overcome. Through a qualitative pilot study among former students on the geography teacher education study programme in Slovenia, we aimed to identify strengths and weaknesses of the existing programme and suggest possible changes that could lead to its improvement.

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Knutsen, Karen Sue Patrick. "Understanding the Psychological Reading Process: Preparing Pre-service ESL Teachers to Become Reading Teachers." Acta Didactica Norge 12, no. 2 (May 29, 2018): 3. http://dx.doi.org/10.5617/adno.6144.

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AbstractThis article addresses the metacognitive skills of pre-service ESL teachers in terms of their future role as reading teachers for intermediate and advanced pupils. Reading is a basic skill in all subjects in the Norwegian National Curriculum and involves engaging in texts, understanding, applying and reflecting on what is read – activities requiring higher level thinking. My research questions are: 1) How can “narrative transportation theory” (Gerrig, 1993) help pre-service ESL teachers understand the psychological reading process? and 2) How can insight into this theory motivate them to become better reading teachers, able to faciliate deep learning through literature? I use Julie Bertagna’s science fiction trilogy (Exodus 2002; Zenith 2007; Aurora 2011) to illustrate how narrative transportation works, highlighting the literary qualities that trigger pleasurable reading through immersion into the storyworld. This choice is based on Sections 1.5 and 2.5.3 in the new “Overarching section – values and principles for mandatory education” (2017) of the national curriculum, which instructs schools to teach pupils about their responsibility in contributing to an ecologically sustainable world order. The trilogy thematizes climate change and can affect behavior and attitudes toward this issue positively; it activates a wide spectrum of emotions, facilitating persuasion. Teachers must, however, remember that reading for pleasure is not enough; they must use metacognitve reading strategies in their teaching of literature to ensure deep learning and reach curricular goals. Keywords: teenage literature, narrative transportation theory, metacogniton, metacognitive reading strategies, Julie Bertagna’s Exodus Trilogy, ecological sustainability, ESL, teaching readingÅ forstå psykologiske leseprosesser: Lærerstudenten som leselærer i engelskfagetSammendragDenne artikkelen handler om lærerstudenters metakognitive ferdigheter i sammenheng med leseundervisningen i engelskfaget. Lesing er en av de grunnleggende ferdighetene i alle fag i Kunnskapsløftet. Dette innebærer å være engasjert i, forstå, bruke og reflektere over det som leses, samt bruk av lesestrategier – dette krever metakognitiv tenkning. Forskningsspørsmålene er: 1) Hvordan kan “narrativ transport-teori” (Gerrig, 1993) hjelpe lærerstudenter i engelskfaget til å forstå den psykologiske leseprosessen? og 2) Hvordan kan kunnskap om denne teorien motivere dem til å utvikle seg som lærere i lesing, med evnen til å fostre dybdelæring gjennom litteratur? Jeg bruker Julie Bretagnas ungdomstrilogi i sjangeren science-fiction (Exodus 2002; Zenith 2007; Aurora 2011), for å illustrere hvordan narrativ transport fungerer, og belyser litterære kvaliteter som setter det i gang. Valget baseres hovedsakelig på Overordnet del av læreplanen (2017) som omtaler “Respekt for naturen og miljøbevissthet” (1.5) og “Bærekraftig utvikling” (2.5.3), der skolen får i oppdrag å lære elever om ansvaret de har for å skape en økologisk bærekraftig utvikling. Trilogien tematiserer klimaendringer og kan påvirke leserens atferd og holdninger. Fortellingen kan igangsette mange følelser, som igjen kan forsterke eller endre leserens overbevisning. Men lærere må huske at lesing som underholdning ikke er nok; de må ta i bruk metakognitive lesestrategier i sin undervisning for å sikre dybdelæring og oppnå læreplanmålene.Nøkkelord: ungdomslitteratur, narrativ transport-teori, metakognisjon, metakognitive lesestrategier, Julie Bertagnas Exodus Trilogy, bærekraftig utvikling, engelsk som annet språk, leseundervisning

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Uçar, Murat Berat, and Elvan Sahin. "Preservice Science Teachers' Discrimination Level of Science and Pseudoscience." Science Education International 29, no. 4 (November 30, 2018): 267–73. http://dx.doi.org/10.33828/sei.v29.i4.9.

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This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover, this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers. Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service science teachers’ discrimination skills of science and pseudoscience.

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Jaelani, Alan, and Amalul Umam. "Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration." JEES (Journal of English Educators Society) 6, no. 1 (April 3, 2021): 171–77. http://dx.doi.org/10.21070/jees.v6i1.829.

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Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.

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Karataş, F. Ö. "Pre-service chemistry teachers' competencies in the laboratory: a cross-grade study in solution preparation." Chemistry Education Research and Practice 17, no. 1 (2016): 100–110. http://dx.doi.org/10.1039/c5rp00147a.

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One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry teachers in the first to fifth years of a chemistry teacher education program. The participants were given individual tasks of preparing solutions of a certain concentration. The tasks included two steps: calculation and application. The participants were also observed in terms of the degree to which they followed the laboratory safety rules. Overall, the pre-service teachers made numerous errors in calculating the correct amounts of a substance and preparing a solution, as well as obeying the safety rules. Interestingly, the participants' laboratory competencies showed a trend along their grade levels; namely, a slight increase and then a sharp decrease in their solution preparation knowledge and skills that could be associated with retention loss or decay over time in the absence of rehearsal and/or ill-encoding. These results may contribute to the discussion on virtual and physical laboratories in chemistry education.

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Torres, Kelly M., Meagan C. Arrastia-Chisholm, and Samantha Tackett. "A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 85–101. http://dx.doi.org/10.4018/ijtepd.2019070106.

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Over the last several decades, the number of English language learners (ELLs) has grown significantly and has created a change in the K-12 educational settings. In order to effectively educate this population of learners, teacher education programs often incorporate opportunities for their teacher candidates to observe techniques and practice implementation with ELLs. These observations and hands-on learning experiences provide pre-service teachers the opportunity to implement the strategies and accommodations they are learning in their coursework. The purpose of this phenomenological study was to investigate teacher candidates' experiences with diverse field placements (school-based and community-based) and the influence that placements may have on preparing pre-service teachers to instruct ELLs. Pre-service teachers enrolled in a Florida public university completed reflective journals, which were coded for themes. In addition, semi-structured interviews were conducted, transcribed, and analyzed. The findings from these data sources suggest that the experiences differed greatly based on field placements. For example, pre-service teachers who participated in community settings engaged in more interactions; whereas, those who participated in classrooms observed more examples of learner supports. Overall, after their field experiences, the pre-service teachers did not feel prepared to tackle classroom management in general. Implications for improving ESOL field experiences are discussed.

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Kihwele, Jimmy Ezekiel, and Raiza Mtandi. "Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 1 (June 22, 2020): 101–11. http://dx.doi.org/10.46606/eajess2020v01i01.0011.

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Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’ pedagogical competencies. The study adopted case study design through the mixed approach that involved a total of 81 respondents from Mzumbe University in Tanzania. Respondents were picked from their teaching practice stations to fill in the questionnaires with 36 items. Participants consent was obtained before taking part in responding to questionnaires. The findings show that, pre-service teachers perceive TP as a crucial part of teacher education as it helps to consolidate pedagogical skills. Again, TP contributed to develop pre-service teachers’ pedagogical competencies through merging theoretical understanding and actual practices as well as how to select, prepare and use teaching and learning materials and aids. Further, findings show challenges like inadequacy of single assessment, poor mentor-novice teacher relationship and interruptions that reduced the actual teaching time. TP requires some modifications including improved relationship between pre-service teachers and host teachers, to increase the TP duration to compensate lost time due to interruptions and pre-service teachers need to be assessed more than once. It is recommended that time for TP should be reviewed in the universities curricula for pre-service teachers to have practical experience and get mentorship from experienced teachers. In this way, TP will become an apprenticeship with great impact to the teaching profession.

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Ezekiwl Kihwele, Jimmy, and Raiza Mtandi. "Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 1 (June 22, 2020): 101–11. http://dx.doi.org/10.46606/https://doi.org/10.46606/eajess2020v01i01.0011.

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Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’ pedagogical competencies. The study adopted case study design through the mixed approach that involved a total of 81 respondents from Mzumbe University in Tanzania. Respondents were picked from their teaching practice stations to fill in the questionnaires with 36 items. Participants consent was obtained before taking part in responding to questionnaires. The findings show that, pre-service teachers perceive TP as a crucial part of teacher education as it helps to consolidate pedagogical skills. Again, TP contributed to develop pre-service teachers’ pedagogical competencies through merging theoretical understanding and actual practices as well as how to select, prepare and use teaching and learning materials and aids. Further, findings show challenges like inadequacy of single assessment, poor mentor-novice teacher relationship and interruptions that reduced the actual teaching time. TP requires some modifications including improved relationship between pre-service teachers and host teachers, to increase the TP duration to compensate lost time due to interruptions and pre-service teachers need to be assessed more than once. It is recommended that time for TP should be reviewed in the universities curricula for pre-service teachers to have practical experience and get mentorship from experienced teachers. In this way, TP will become an apprenticeship with great impact to the teaching profession.

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Croft, Anita. "Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability." Australian Journal of Environmental Education 34, no. 1 (March 2018): 95–96. http://dx.doi.org/10.1017/aee.2018.13.

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The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

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ÖZGÜR, Hasan. "Improving Teachers' Qualifications for Preparing ICT Based Educational Materials." Malaysian Online Journal of Educational Technology 9, no. 1 (December 28, 2020): 48–69. http://dx.doi.org/10.17220/mojet.2021.9.1.245.

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The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-based educational material c) to implement this program and d) to examine any improvement of teacher skills in this regard. The study has been conducted as action research and was carried out with a study group of 16 teachers. Findings obtained in the study revealed that teachers' scores on the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that the in-service training activity that was carried out increased the knowledge and skills of teachers about current technologies that can be used in the learning-teaching process, as well as increasing their self-confidence and self-efficacy for developing ICT-based educational material. As they adopted the use of ICT-based educational materials prepared within the scope of in-service training during school courses, teachers have also been shown to report that students’ interest, desire to participate, curiosity and excitement and motivation towards the lesson had increased. On the other hand, teachers who teach lessons with ICT-based educational materials stated that they felt their selves more useful in lessons, their performance increased, and that such materials facilitated the teaching in crowded classrooms.

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Yuan, Huanshu. "Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education." Higher Education Studies 8, no. 1 (December 27, 2017): 9. http://dx.doi.org/10.5539/hes.v8n1p9.

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This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum, content, and practicum in traditional teacher education programs in addressing cultural knowledge and competence of preparing pre-service teachers in a multicultural society. Drawing from implications from community-based teacher education, this paper proposed several suggested strategies to reform traditional teacher education programs to meet the needs from multicultural and multiracial student populations and instructional context.

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Esau, Omar. "Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme." South African Journal of Education 33, no. 4 (November 18, 2013): 1–10. http://dx.doi.org/10.15700/201412171327.

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Sim, Cheryl. "Preparing for professional experiences—incorporating pre-service teachers as ‘communities of practice’." Teaching and Teacher Education 22, no. 1 (January 2006): 77–83. http://dx.doi.org/10.1016/j.tate.2005.07.006.

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Auhl, Greg, and Graham R. Daniel. "Preparing pre-service teachers for the profession: creating spaces for transformative practice." Journal of Education for Teaching 40, no. 4 (July 10, 2014): 377–90. http://dx.doi.org/10.1080/02607476.2014.924649.

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Bartlett, Andrea. "Preparing Pre-service Teachers to Teach for Social Justice and Social Change." International Journal of Learning: Annual Review 15, no. 12 (2009): 37–44. http://dx.doi.org/10.18848/1447-9494/cgp/v15i12/45710.

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Kaufmann, Karen, and Becky Ellis. "Preparing Pre-Service Generalist Teachers to Use Creative Movement in K-6." Journal of Dance Education 7, no. 1 (January 2007): 7–13. http://dx.doi.org/10.1080/15290824.2007.10387327.

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Weatherby-Fell, Noelene, Susan Duchesne, and Cathrine Neilsen-Hewett. "Preparing and supporting early childhood pre-service teachers in their professional journey." Australian Educational Researcher 46, no. 4 (July 23, 2019): 621–37. http://dx.doi.org/10.1007/s13384-019-00340-4.

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Le, Trinh Thi Tuyet, Phan Thi Tinh, Phuong-Thao Nguyen, Cuong Duy Le, Manh-Tuan Nguyen, and Tien-Trung Nguyen. "Preparing Pre-Service Teachers for Mathematics Teaching at Primary Schools in Vietnam." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 5 (April 30, 2021): em1966. http://dx.doi.org/10.29333/ejmste/10863.

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Carrier, Sarah J., Valerie N. Faulkner, and Laura Bottomley. "Walking the Walk: An Integrated STEM Project for Elementary Teachers." Journal of Interdisciplinary Teacher Leadership 1, no. 1 (July 1, 2016): 25–29. http://dx.doi.org/10.46767/kfp.2016-0003.

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Preparing effective STEM (science, technology, engineering, mathematics) education teachers has become a priority of national economic importance (National Research Council [NRC], 2007) and this goal depends on teachers who understand content and possess effective teaching practices that impact student learning true integration of STEM will require significant changes in classroom practices, shifting away from traditional instruction and begin with teacher preparation. The present article originates from an interdisciplinary STEM project within an elementary teacher preparation program that has a stated and explicit STEM focus for undergraduate pre-service elementary teachers, yet this investigation also applies to practicing teachers interested in STEM integration. The investigation aims to blur the rigid boundaries that traditionally separate school subjects. Here we highlight a unified investigation project that spans not only disciplines and courses but also pre-service teachers’ (PSTs’) mindsets.

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Journal articles on the topic 'Preparing Pre-service Teachers'

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