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Journal articles on the topic 'Preservice primary'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Hudson, Peter. "Mentoring Preservice Teachers in Primary Mathematics." International Journal of Learning: Annual Review 16, no. 4 (2009): 119–32. http://dx.doi.org/10.18848/1447-9494/cgp/v16i04/46207.

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2

Delice, Ali, Erhan Ertekin, Ersen Yazici, and Emin Aydin. "Preservice primary teachers’ three dimensional thinking skills." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2666–72. http://dx.doi.org/10.1016/j.sbspro.2009.01.471.

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3

Morowski, Deborah Lynn, and Theresa M. McCormick. "Did it count?: Preservice teachers’ reflections on teaching with primary sources." Social Studies Research and Practice 12, no. 3 (2017): 280–94. http://dx.doi.org/10.1108/ssrp-05-2017-0020.

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Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a d

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4

Bakırcı, Hasan, and Dilek Karışan. "Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness." Journal of Education and Training Studies 6, no. 1 (2017): 32. http://dx.doi.org/10.11114/jets.v6i1.2807.

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Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been s

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5

Simon, Jean. "Interest of Teaching Programming for Primary Preservice Teachers." Journal of Education in Black Sea Region 5, no. 1 (2019): 52–68. http://dx.doi.org/10.31578/jebs.v5i1.188.

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In the teachers’ training schools of Reunion Island and Mayotte, we have been training primary pre-service teachers in programming for the past three years. Most trainees have not learned programming before during their school and university curriculum. As a result, this subject is new to them and they find themselves in the situation of their own pupils. This is why we asked them, during their learning, to produce a “feelings” notebook in which they explain their successes, their failures and what it brings to them for understanding their own pupils. We held two types of studies of these docu

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Hudson, Peter, and Suzanne Hudson. "Mentor Educators’ Understandings of Mentoring Preservice Primary Teachers." International Journal of Learning: Annual Review 17, no. 2 (2010): 157–70. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46894.

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Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.

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The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the followin

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KARTAL, Hülya. "Factors Affecting Preservice Primary Teachers’ Attitudes Towards Primary Read and Write Teaching." Kastamonu Eğitim Dergisi 26, no. 2 (2018): 509–21. http://dx.doi.org/10.24106/kefdergi.389814.

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9

McRobbie, Campbell J., Ian S. Ginns, and Sarah J. Stein. "Preservice Primary Teachers' Thinking About Technology and Technology Education." International Journal of Technology and Design Education 10, no. 1 (2000): 81–101. http://dx.doi.org/10.1023/a:1008941520152.

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10

Lummis, Geoffrey, Graeme Lock, Clare Freeman, and Catherine Anne Ferguson. "Transformational Learning in First-Year Australian Preservice Primary Teacher." Journal of Transformative Education 17, no. 4 (2019): 299–317. http://dx.doi.org/10.1177/1541344619849043.

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The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orie

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11

Taylor, Merilyn, and Judy Bailey. "Metaphors as boundary objects in preservice primary teacher mathematics education." Curriculum Matters 10 (June 1, 2014): 118–33. http://dx.doi.org/10.18296/cm.0165.

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12

Onocha, C. O., and P. N. Okpala. "Reasoning Ability of a Group of Nigerian Preservice Primary Teachers." Journal of Education for Teaching 13, no. 1 (1987): 79–80. http://dx.doi.org/10.1080/0260747870130107.

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13

Duru, Adem. "Gender-Related Beliefs and Mathematics Performance of Preservice Primary Teachers." School Science and Mathematics 111, no. 4 (2011): 178–91. http://dx.doi.org/10.1111/j.1949-8594.2011.00075.x.

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14

Palmer, David. "Durability of Changes in Self‐efficacy of Preservice Primary Teachers." International Journal of Science Education 28, no. 6 (2006): 655–71. http://dx.doi.org/10.1080/09500690500404599.

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15

Abed, Osama H., and Fouad Abd-El-Khalick. "Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching." International Journal of Science Education 37, no. 4 (2015): 703–26. http://dx.doi.org/10.1080/09500693.2015.1010629.

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16

Baranyai, Tünde, Andrea Éva Molnár, and Iuliana Zsoldos-Marchis. "Developing Preservice Primary School Teachers’ Mental Computation Skill by Games." Acta Didactica Napocensia 12, no. 1 (2019): 153–64. http://dx.doi.org/10.24193/adn.12.1.11.

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Altunova, Nebi, and Hüseyin Artun. "Evaluation of the Science Laboratory Applications Course in a Pre-service Primary School Teacher Curriculum." Journal of Science Learning 3, no. 3 (2020): 205–15. http://dx.doi.org/10.17509/jsl.v3i3.23706.

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In this study, the Science Laboratory Applications (SLA) course given in a department of Elementary School Teaching in Turkey was evaluated for effectiveness. A triangulation research design, with mixed methods, was employed based on research data collected via a semi-structured interview form, a Science Experiments Evaluation Rubric (SEER) developed by the researchers, and the researchers’ diary notes. The study group included 66 preservice teachers in their second year of study. To select the participants, a maximum variation sampling method was used with the qualitative interviews. The SEER

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Faulkner, Guy, Colin Reeves, and Sue Chedzoy. "Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education." Journal of Teaching in Physical Education 23, no. 3 (2004): 200–215. http://dx.doi.org/10.1123/jtpe.23.3.200.

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The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The mo

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19

Skamp, Keith. "General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice science units." Research in Science Education 19, no. 1 (1989): 257–67. http://dx.doi.org/10.1007/bf02356865.

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20

Lane, Rod, and Simon Catling. "Preservice Primary Teachers’ Depth and Accuracy of Knowledge of Tropical Cyclones." Journal of Geography 115, no. 5 (2016): 198–211. http://dx.doi.org/10.1080/00221341.2016.1153133.

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Tarekegn, Getachew, Deresse Terfa, Mesfin Tadesse, Mulugeta Atnafu, and Mekbib Alemu. "Ethiopian Preservice Primary Science Teachers’ Perceptions of Mentoring in Science Teaching." Journal of Science Teacher Education 31, no. 8 (2020): 894–913. http://dx.doi.org/10.1080/1046560x.2020.1774699.

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22

Jean-Baptiste, Davis, David Palmer, and Jennifer Archer. "Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science." Global Journal of Educational Studies 5, no. 1 (2019): 41. http://dx.doi.org/10.5296/gjes.v5i1.14672.

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There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants

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23

Atış-Akyol, Nevra, Nurbanu Parpucu, and Nefise Semra Erkan. "İlkokula Hazırlık Becerilerine İlişkin Okul Öncesi ve Birinci Sınıf Öğretmenleri ile Öğretmen Adaylarının Görüşleri." Erken Çocukluk Çalışmaları Dergisi 4, no. 2 (2020): 117–36. http://dx.doi.org/10.24130/eccd-jecs.1967202042281.

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Ertaş, Güneş, and Fatma Aslan-Tutak. "Mathematics Teacher Education in Turkey through the Lens of International TEDS-M Study." Journal of Research in Mathematics Education 10, no. 2 (2021): 152. http://dx.doi.org/10.17583/redimat.2021.3627.

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This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For

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25

Zapatera, Alberto, and Eduardo Quevedo. "The Initial Algebraic Knowledge of Preservice Teachers." Mathematics 9, no. 17 (2021): 2117. http://dx.doi.org/10.3390/math9172117.

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Early algebra proposes to incorporate algebra in primary school from the first years of schooling. The success of this incorporation depends, to a large extent, on the training of teachers, so the objective of this article is to study whether the degree of algebraic knowledge of student teachers at the beginning of their training. To conduct this, 106 preservice teachers were given a questionnaire. This survey is based on two daily life situations. They had to propose tasks to develop algebraic reasoning in primary school students. Most of the participants designed tasks in which they assigned

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26

Zhumash, Zhanara, Saniya Nurgaliyeva, Aziya Zhumabaeva, Larisa Anatolevna Lebedeva, Gulbanu Saduakas, and Saule Bazarbaevna Zhoraeva. "Professional teaching competence in preservice primary school teachers: Structure, criteria and levels." World Journal on Educational Technology: Current Issues 13, no. 2 (2021): 261–71. http://dx.doi.org/10.18844/wjet.v13i2.5699.

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Competency beliefs are beliefs about individuals’ ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competenc

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Gómez, Raquel, Juanjo Mena, and María-Luisa García Rodríguez. "Pedagogical Knowledge Acquisition During the Practicum." Journal of Information Technology Research 13, no. 1 (2020): 118–29. http://dx.doi.org/10.4018/jitr.2020010108.

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Teacher reflection is widely considered as an important process that provides in-depth learning experiences to preservice teachers. Portfolios and teachers' diaries are commonly used teaching tools to funnel one's own critical thoughts about practice. It is also common to analyse the teaching practice in the practicum through the guidance of expert teachers who act as mentors. Both ways are crucial to organise preservice teachers' practical knowledge acquired in the schools. The objective is to determine under which learning situations (individual reflection vs. mentoring interaction) knowledg

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28

Allison, Pamela C., Becky W. Pissanos, Adrian P. Turner, and Denise R. Law. "Preservice Physical Educators’ Epistemologies of Skillfulness." Journal of Teaching in Physical Education 19, no. 2 (2000): 141–61. http://dx.doi.org/10.1123/jtpe.19.2.141.

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The constructivist theoretical tenet, that individuals create meaning based on the interaction of their previous knowledge and beliefs with currently experienced phenomena, served as the orientating framework for inquiry into a physical education teacher education program that emphasizes development of skillful movers as the primary goal of physical education. Epistemological stances on movement skillfullness held by 25 beginning preservice teachers were explored. Data were collected in a directed reflective format. Inductive data analysis revealed that these preservice teachers see above aver

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29

Dewhurst, Yvonne, Michelle Ronksley-Pavia, and Donna Pendergast. "Preservice Teachers’ Sense of Belonging During Practicum Placements." Australian Journal of Teacher Education 45, no. 11 (2020): 17–33. http://dx.doi.org/10.14221/ajte.202v45n11.2.

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Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Se

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30

장성민. "Study of Preservice Primary Teachers’ Awareness on Writing as a Learning Activity." 작문연구 ll, no. 32 (2017): 239–75. http://dx.doi.org/10.31565/korrow.2017..32.009.

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31

Trinick, Robyn Margaret, and Dawn Joseph. "Challenging constraints or constraining challenges: Preservice primary music education across the Tasman." Teachers' Work 14, no. 1 (2017): 50–68. http://dx.doi.org/10.24135/teacherswork.v14i1.103.

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Tertiary music educators are faced with challenges associated with the enactment of curricula in pre-service education courses within time constraints. As a result, considered choices need to be made regarding content and pedagogical approaches based on what they deem to be valuable, memorable and transferrable. Using narrative methodology, two tertiary educators across the Tasman share their views about what they prioritise in their music education courses and how these choices are informed. Both authors face similar challenges, and share the view that the teaching of music goes far beyond en

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32

Weller, Jacolyn. "Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?" Journal of Science Teacher Education 30, no. 7 (2019): 716–36. http://dx.doi.org/10.1080/1046560x.2019.1602802.

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33

Mertoğlu, Hatice. "Views of Preservice Primary School Teachers’ on Inclusion and Differentiated Science Experiments." Journal of Education and Learning 9, no. 3 (2020): 47. http://dx.doi.org/10.5539/jel.v9n3p47.

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Today, individuals with special needs who are reported to increase each day are receiving education with their peers in general classes and are subjected to inclusive practices according to the developments in the field of special education and legal regulations. However, it is also reported that there are problems with special education in many countries. The goal of this study is to reveal the views of pre-service primary school teachers on inclusive education and science laboratory lesson taught with differentiated approach and contribute to the solution of problems in inclusive education t

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34

Sellars, Neal W. "The Effect of Practice Teaching on the Concerns of Preservice Primary Teachers." South Pacific Journal of Teacher Education 16, no. 2 (1988): 21–32. http://dx.doi.org/10.1080/0311213880160203.

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35

Watters, James, and Ian Ginns. "Self-efficacy and science anxiety among preservice primary teachers: Origins and remedies." Research in Science Education 24, no. 1 (1994): 348–57. http://dx.doi.org/10.1007/bf02356362.

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36

Skamp, Keith. "Preservice teachers: Process skill entry behaviour and opinions about teaching primary science." Research in Science Education 17, no. 1 (1987): 76–86. http://dx.doi.org/10.1007/bf02357174.

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37

Pimthong, Pattamaporn, and P. John Williams. "Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 8 (2021): em1996. http://dx.doi.org/10.29333/ejmste/11113.

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38

Dolenc Orbanić, Nataša, and Nives Kovač. "ENVIRONMENTAL AWARENESS, ATTITUDES, AND BEHAVIOUR OF PRESERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS." Journal of Baltic Science Education 20, no. 3 (2021): 373–88. http://dx.doi.org/10.33225/jbse/21.20.373.

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Environmental education represents an important factor in solving environmental issues and teachers have an important role in developing the environmental literacy of future generations. The aim of the present research was to assess and compare preservice preschool and primary school teachers’ environmental awareness, attitudes, and behaviour, as well as their opinions about environmental education. The research was carried out with 152 Slovenian preservice teachers of the Faculty of Education, University of Primorska. The data were collected using a questionnaire. Results showed that students

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39

BAYDAR, Aşkın. "Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers." OPUS Uluslararası Toplum Araştırmaları Dergisi 17, no. 36 (2020): 2370–82. http://dx.doi.org/10.26466/opus.837349.

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40

McKinnon, David H., Lena Danaia, and James Deehan. "The Design Of Preservice Primary Teacher Education Science Subjects: The Emergence Of An Interactive Educational Design Model." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (2017): 1. http://dx.doi.org/10.19030/jaese.v4i1.9972.

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Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literatur

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41

VERDUGO-PERONA, J. J., J. J. SOLAZ-PORTOLÉS, and V. SANJOSÉ. "ASSESSMENT OF PRE-SERVICE PRIMARY TEACHERS’ PEDAGOGICAL KNOWLEDGE IN ELEMENTARY SCIENCE: EFFECTS FROM SCIENCE EDUCATION TRAINING." Periódico Tchê Química 15, no. 29 (2018): 171–83. http://dx.doi.org/10.52571/ptq.v15.n29.2018.171_periodico29_pgs_171_183.pdf.

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Pedagogical knowledge (PK) can be understood as the set of educational analysis and instructional technics; and also, management strategies that primary teachers use to teach. For its assessment, a previously validated instrument to assess Pedagogical Content Knowledge, called CoRe, was used and a set of specific indicators (rubrics) were defined combining experts’ criteria and data analysis from an exploratory studio with preservice elementary teachers. Results showed the sufficiency of these rubrics to account for the variability of participants’ answers. Those indicators were used to analyz

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42

Deehan, James. "Online Education Practices and Teaching Team Compositions in Australian Preservice Primary Science Education." Australian Journal of Teacher Education 46, no. 6 (2021): 78–97. http://dx.doi.org/10.14221/ajte.2021v46n6.5.

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Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team com

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43

O’Neill, Sue C. "Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?" Australasian Journal of Special Education 40, no. 2 (2015): 117–40. http://dx.doi.org/10.1017/jse.2015.10.

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Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of eff

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44

Pavlou, Victoria. "Reflective visual journals as a means for promoting generalist preservice teachers’ professional identity in art education." International Journal of Education Through Art 17, no. 2 (2021): 253–70. http://dx.doi.org/10.1386/eta_00064_1.

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In many countries, the subject of art in primary education is entrusted to generalist teachers rather than art specialists. This article explores ways of promoting in-depth learning in art education courses while simultaneously gaining an understanding of how preservice generalists develop their professional identities. This study focuses on the journey of five senior B.Ed. in primary education students from Frederick University in Cyprus, who were invited to engage with reflective practices through visual journaling on art, education and on art integration with social issues. The findings sug

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45

Thwaite, Anne. "Literacy skills of bachelor of education (primary) students." Australian Review of Applied Linguistics 31, no. 2 (2008): 20.1–20.15. http://dx.doi.org/10.2104/aral0820.

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This article describes a project which identified the skills and abilities in written literacy of preservice teachers, as well as their needs in this area. An intervention to address their needs is evaluated and its outcomes assessed, using a combination of quantitative and qualitative analyses. Results show that it is possible to improve these students’ literacy skills and awareness even with such a short intervention as is described here. However, the intervention was most successful in dealing with lower-level linguistic variables such as punctuation and spelling, in contrast to higher-leve

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Thwaite, Anne. "Literacy skills of bachelor of education (primary) students." Australian Review of Applied Linguistics 31, no. 2 (2008): 20.1–20.15. http://dx.doi.org/10.1075/aral.31.2.07thw.

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This article describes a project which identified the skills and abilities in written literacy of preservice teachers, as well as their needs in this area. An intervention to address their needs is evaluated and its outcomes assessed, using a combination of quantitative and qualitative analyses. Results show that it is possible to improve these students’ literacy skills and awareness even with such a short intervention as is described here. However, the intervention was most successful in dealing with lower-level linguistic variables such as punctuation and spelling, in contrast to higher-leve

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47

Gilor, Orit, and Michael Katz. "Teaching Inclusive Classes: What Preservice Teachers in Israel Think About Their Training." Journal of Cognitive Education and Psychology 16, no. 3 (2017): 293–303. http://dx.doi.org/10.1891/1945-8959.16.3.293.

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This article sought to add the voice of the preservice teachers to the discourse by presenting their perceptions regarding the appropriateness of their training for teaching in inclusive-education frameworks. Preservice teachers completing their first (N= 18) or third year (N= 18) in the various types of teacher-training programs (early childhood, primary school, and high school education) were interviewed. The findings of the qualitative analysis revealed that the various training programs differed in terms of the scope of training for inclusion as well as in their approach to inculcating inc

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48

Taylor, Neil, and Keith Lucas. "The Trial of an Innovative Science Programme for Preservice Primary Teachers in Fiji." Asia-Pacific Journal of Teacher Education 25, no. 3 (1997): 325–43. http://dx.doi.org/10.1080/1359866970250308.

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49

Lui, Angela M., and Sarah M. Bonner. "Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics." Teaching and Teacher Education 56 (May 2016): 1–13. http://dx.doi.org/10.1016/j.tate.2016.01.015.

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50

Norris, Christina M., Julia E. Morris, and Geoffrey W. Lummis. "Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology." International Journal of Science Education 40, no. 18 (2018): 2292–308. http://dx.doi.org/10.1080/09500693.2018.1528645.

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