Relevant bibliographies by topics / Secondary pre-service teachers

Contents

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

Academic literature on the topic 'Secondary pre-service teachers'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Secondary pre-service teachers"

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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.
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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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Hemenway, Mary Kay. "Pre-service Astronomy Education of Teachers." Highlights of Astronomy 13 (2005): 1044–45. http://dx.doi.org/10.1017/s1539299600018074.

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There is little research on elementary/secondary teacher preparation. Few teachers are called upon to teach astronomy specifically, or their astronomy teaching is peripheral to their main interest (e.g., general science at lower levels or physics at higher levels). Statistics indicate that large increases in student populations are expected throughout the world. “In 1997, 1.2 billion students were enrolled in schools around the world. Of these students, 668 million were in elementary-level programs, 398 million were in secondary programs, and 88 million were in higher education programs.” (Digest, 2002) These figures included large increases from the 1990 figures, e.g. 38% increase in secondary education and 68% in higher education for Africa, as opportunities to obtain an education and population both grew. (Digest, tables 395 and 412).
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Jenkins, Kathy. "Listening to Secondary Pre-service Teachers: Implications for Teacher Education." Australian Journal of Environmental Education 15 (1999): 45–56. http://dx.doi.org/10.1017/s0814062600002603.

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AbstractThis paper highlights issues identified in a study that explored the perceptions of secondary pre-service teachers, from Key Learning Areas (KLAs) that are traditionally and non-traditionally linked to environmental education. Perceptions shared by these pre-service teachers illustrated that they held views about the nature and scope of environmental education that could limit their practice as potential environmental educators. They also shared perceptions about constraints to the implementation of environmental education policy into practice. Implications for pre-service teacher education are discussed in light of these findings.
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Dayal, Hem Chand, and Reema Alpana. "Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation." Waikato Journal of Education 25 (November 24, 2020): 73–83. http://dx.doi.org/10.15663/wje.v25i0.686.

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Abstract Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a micro-teaching setting. Using 20 pre-service teachers post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their MT. The findings indicate that per-service teachers find both peer and lecturer feedback useful in terms of in terms of identifying their strengths and weaknesses as well as proving incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.
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Knecht, Petr, Michaela Spurná, and Hana Svobodová. "Czech secondary pre-service teachers’ conceptions of geography." Journal of Geography in Higher Education 44, no. 3 (January 9, 2020): 458–73. http://dx.doi.org/10.1080/03098265.2020.1712687.

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Laletas, Stella, and Andrea Reupert. "Exploring pre-service secondary teachers’ understanding of care." Teachers and Teaching 22, no. 4 (November 4, 2015): 485–503. http://dx.doi.org/10.1080/13540602.2015.1082730.

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Jo, Miwon, and Youngjoo Park. "An Analysis of the Teacher Aptitude and Character of Secondary School Pre-Service Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 949–61. http://dx.doi.org/10.22251/jlcci.2022.22.18.949.

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Objectives The purpose of this study was to analyze the teacher aptitude and character test in-depth for the secondary school pre-service teachers and to derive implications for the pre-service teacher training programs. Methods The study analyzed the results of responses conducted for 5,026 cumulative students from 2018 to 2021 who completed teaching courses at A University’s a general college, a college of education, and a graduate school of education. Fundamental statistical analysis, one-way ANOVA, chi-square test, and Scheffé test were applied using Microsoft Excel 2016 and SPSS 23 for data processing. Results First, the annual average of the teacher aptitude and character test for pre-service teachers showed a significant increase. Second, among the 14 sub-areas of the teacher aptitude and character test, pre-service teachers showed the highest level in the sense of calling and teaching profession but the lowest in the sub-area of creativity and application ability. Finally, comparing the ratio of eligible pre-service teachers for the teacher aptitude and character test before and after the outbreak of COVID 19, the proportion of eligible teachers increased significantly in 2020 compared to 2019. Conclusions This study is meaningful in providing fundamental data for the development of more professional and practical pre-service teacher training programs in the future.
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Halat, Erdoğan. "WebQuest experience: Pre-Service secondary maths and chemistry teachers." World Journal on Educational Technology 8, no. 1 (May 2, 2016): 10. http://dx.doi.org/10.18844/wjet.v8i1.495.

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The aim of this study was to examine the impact of developing WebQuests on the attention, confidence, relevance and satisfaction, or motivation, of pre-service secondary mathematics and chemistry teachers in the instructional technologies and material design course. There were a total of 67 pre-service teachers, 32 pre-service secondary mathematics teachers and 35 pre-service secondary chemistry teachers involved in this study, which took place over seven weeks. The pre-service teachers in both groups designed their WebQuests suitable for the level of high-school students. The researcher used a questionnaire in the collection of the data to find the motivational level of the participants. It was given to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, independent samples t-test and ANCOVA were used in the analysis of the quantitative data. The study showed that designing WebQuests had more effect on the attention, confidence and relevance of the pre-service chemistry teachers than of the pre-service mathematics teachers. However, in general, although developing WebQuests had positive effects on the motivational levels of both pre-service secondary maths and chemistry teachers, there were no statistically significant differences found in relation to the motivational levels of both groups. Keywords: WebQuests, pre-service teachers, attention, confidence, relevance, satisfaction
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Kalsoom, Qudsia, Afifa Khanam, and Uzma Quraishi. "Sustainability consciousness of pre-service teachers in Pakistan." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1090–107. http://dx.doi.org/10.1108/ijshe-11-2016-0218.

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Purpose The purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students. Design/methodology/approach The paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities. Findings The paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country. Practical implications This paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability. Originality/value The paper contributes to a broader debate on measuring SC of university students.
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Dissertations / Theses on the topic "Secondary pre-service teachers"

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Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo
beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
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Krim, Jessica Sarah. "Critical reflection and teacher capacity the secondary science pre-service teacher population /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/krim/KrimJ0809.pdf.

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This qualitative study seeks to understand the development of secondary science pre-service teachers. A case study is developed about each of the five participants, in effort to answer the research questions, which are: How did critical reflection inform teacher capacity within the secondary science pre-service teacher population? What knowledge, skills, and dispositions facilitated secondary science pre-service teachers in developing a critically reflective practice? It is the author's expectation that by teaching these pre-service educators to develop their skills of critical reflection by using external methods of assessment such as videotaping, peer feedback, and student work, the participants in this study will increase and expand their capacity as teachers, or their "innate potential for growth, development, and accomplishment" (McDiarmid & Clevenger-Bright, 2008), and be better prepared to accomplish the goals that are expected of a master teacher. Data is collected from interviews, participant work samples, and observations from the researcher and other key individuals who worked with each participant, such as: the methods instructor, university supervisors, and cooperating teachers. Over the course of two semesters, the researcher developed a detailed description of each of the participants through analyzing passages selected from interview transcripts and student work samples for reflection type, factor of teacher capacity, and commonplace interaction group. The first outcome of this study includes an understanding of the relationship between critical reflection and teacher capacity and the knowledge, skills and dispositions that facilitate the development of a critically reflective practice. The second outcome of this study was the development of a new adaptation of a teacher interaction model (commonplace interaction groups) based on Schwab's Commonplaces of Educating. Lastly, three conclusions were drawn about the five participants in this study: There was a change in the participants' reflection level from the methods semester to the student teaching semester, most shifted their focus of reflection from teacher-self to teacher-student, and the weakest area of reflection with all participants was content / subject area and curriculum / standards.
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Miller, David W. "Earth Science Literacy of Pre-Service and In-Service Elementary and Secondary School Teachers /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589975827.

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Dabia, Mustafa. "Developing pedagogic skills of Libyan pre-service teachers through reflective practice." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367357/.

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Over the last two decades, teacher education (TE) has witnessed substantial changes in the way the divide between theory and practice is viewed. This has resulted in changes in the approaches used to deliver TE programmes. Since Dewey (1933), teacher educators have been concerned with how to prepare teachers who are reflective about what they are doing. Hence, there has been widely applied emphasis on the investigation of practice. This study describes the introduction of Reflective Practice (RP) to Libyan fourth-year trainee teachers to enhance their thinking about pedagogic skills. Its main aim is to examine to what extent trainee teachers will engage in a reflective practice (RP) programme, how they will reflect on their everyday understanding and practice and how they may improve their thinking about practice as a result. It describes how an action research study was conducted with a group of 30 prospective teachers over a period of 14 weeks and involved three phases. The first two phases lasted twelve weeks. In the first phase, the participants engaged in general discussions on instructional strategies, and this paved the way for the second phase, where there was in-college teaching practice. Finally, the participants practised teaching for two consecutive weeks in a real-life context, i.e. in a secondary school. The findings indicate that the implementation of RP in the Libyan context promoted a culture of observation and critical discussions in a setting that has traditionally been characterised as passive and non-reflective. The study indicates that RP is an essential component of pre-service teachers’ development. However, if we are to make more progress, we need to aim for more understanding of the pedagogic process that supports trainee teachers’ (TTs) pedagogic inquiry. This will require good collaborative work between colleges and schools, between educators and language tutors in schools and colleges, and among TTs themselves.
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Uzan, Erol. "Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690455.

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This study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985).

The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer.

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Bush, Brandon. "Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984136/.

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The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.
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Waters, Kevin Stewart. "Pre-service secondary social studies teachers' efficacy towards character education a comparative study." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5081.

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Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
ID: 029810388; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 135-144).
Ph.D.
Doctorate
Education
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Chan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.

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Watson, Cindy Gay. "Beliefs of Mathematics Pre-service Teachers About Project-based Learning." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699970/.

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This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented a project-based unit of instruction. A qualitative study was conducted with one undergraduate cohort in a higher education science, technology, engineering, and mathematics (STEM) national initiative that has 40 U.S. replication sites. Using teaching philosophy statements and focus group discussions, the beliefs of STEM pre-service secondary teachers are made visible. The findings from this study reveal a recurring theme: the process of how these pre-service teachers seemed to evolve and mature as teachers, from novice toward becoming an expert, as they asked themselves internal questions that are common to developing teachers. These pre-service STEM teachers experienced 1) internal questions about their own growth as a potential teacher, as evidenced through their verbal and written statements; 2) tension between PBL content and pedagogy; and 3) tension between practice and theory. The findings also infer that there are potential critical variables that may contribute to pre-service teachers’ beliefs. Those variables identified were the following: 1) the sequence of when the project-based instruction (PBI) course was taken; 2) time, as related to when the participant took the PBI course in relationship to the final semester when they were engaged in apprentice teaching; and 3) the field placement location during the apprentice teaching semester.
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Martin, M. C. "A phenomenological study of pre-service teachers' subject knowledge in secondary design and technology." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6147/.

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This study explored the development of subject knowledge by pre-service teachers of Design and Technology (D&T) in secondary schools in England. In doing so it aimed to throw light on their lived experience of developing subject knowledge whilst on placement in schools. It was anticipated that this would help to identify the factors that shape what is learned and the ways in which pre-service teachers may be better prepared and supported for placement in the future. The study made use of phenomenology as a methodological approach in order to capture the lived experience of developing knowledge through the eyes of pre-service teachers. This was framed against an exploration of subject knowledge in Design and Technology and the extensive experience of the researcher in the field. Empirical data was gathered through a process of interviewing 11 participants three times during the course of one academic year. Processes of data reduction and explication were undertaken to explore individual experiences and aspects that they had in common. Findings from the study highlight the inadequacy of the term subject knowledge in describing the processes that take place. They demonstrate that pre-service teachers drawn on cognitive, psychomotor and affective domains in developing their understanding of materials and processes in preparation for teaching. The findings also highlight the complex, and interrelated nature of factors that affect the development of subject knowledge and the significant influence that the placement school arena, and teachers, have on shaping the nature of what can be learned. They also indicate that learning new knowledge is a central part of the experience and that developing ‘skills of knowing’ is essential. Key recommendations from the study include the preparation of pre-service teachers for their placement experiences by enabling them to understand how they learn completely new things. It is also recommended that the responsibility for the development of subject knowledge should be more in the hands of placement schools. Further work is also needed in exploring alternative ways of representing the processes that take place when knowledge is acquired by individuals as they become the teachers of the future.
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Books on the topic "Secondary pre-service teachers"

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J, Gilmer Penny, Hahn Lori Livingston, and Spaid M. Randall, eds. Experiential learning for pre-service science and mathematics teachers: Applications to secondary classrooms. Tallahassee, FL: Southeast Eisenhower Regional Consortium for Mathematics and Science Education at SERVE, 2002.

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Educational Resources Information Center (U.S.), ed. Using a subject area course to challenge secondary pre-service teachers' models of teaching: A teacher educator's experience. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Obenchain, Kathryn M., and Luciana C. de Oliveira. Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and In-Service Teachers. Palgrave Macmillan, 2019.

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Obenchain, Kathryn M., and Luciana C. de Oliveira. Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and In-Service Teachers. Palgrave Macmillan, 2017.

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Savita, Sinha, Unesco. Division of Science, Technical and Environmental Education., and United Nations. Environment Programme. International Environmental Education Programme., eds. Environmental education: Module for pre-service training of social science teachers and supervisors for secondary schools. [Paris]: Unesco, Division of Science, Technical and Environmental Education, 1985.

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Macdonald, Ronald Douglas. An exploration of computer-simulated evolution and small group discussion on pre-service science teachers perceptions of evolutionary concepts. 1999.

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Book chapters on the topic "Secondary pre-service teachers"

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Kilic, Hulya. "Pre-service Teachers’ Reflections on Their Teaching." In Educating Prospective Secondary Mathematics Teachers, 47–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_4.

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Hine, Gregory. "Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching." In Educating Prospective Secondary Mathematics Teachers, 287–306. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91059-8_16.

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Hall, Jennifer, and Helen Forgasz. "Secondary Pre-service Teachers’ Experiences in a Numeracy Course." In Borders in Mathematics Pre-Service Teacher Education, 75–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44292-7_4.

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Jao, Limin, Nakita Rao, and Alexandra Stewart. "Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Perceptions About Their Teacher Education Program." In Borders in Mathematics Pre-Service Teacher Education, 119–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44292-7_6.

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Codreanu, Elias, Sina Huber, Sarah Reinhold, Daniel Sommerhoff, Birgit J. Neuhaus, Ralf Schmidmaier, Stefan Ufer, and Tina Seidel. "Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers." In Learning to Diagnose with Simulations, 33–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_4.

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AbstractMathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds.
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Leung, Jessica S. C., Ka Lok Wong, and Kennedy K. H. Chan. "Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues." In Science Teacher Education for Responsible Citizenship, 21–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40229-7_3.

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Boyle, Christopher, Shane Costello, and Kelly-Ann Allen. "The Importance of Pre-Service Secondary Teachers’ Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training." In Research for Inclusive Quality Education, 41–50. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_4.

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Tan, Liang Soon, and Keng Cheng Ang. "Pre-service Secondary School Teachers’ Knowledge in Mathematical Modelling – A Case Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 373–83. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_31.

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Strutchens, Marilyn, Rongjin Huang, Leticia Losano, Despina Potari, and Björn Schwarz. "Topic Study Group No. 48: Pre-service Mathematics Education of Secondary Teachers." In Proceedings of the 13th International Congress on Mathematical Education, 599–603. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_75.

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

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Conference papers on the topic "Secondary pre-service teachers"

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Sanz Ponce, José Roberto, and Inmaculada Hernando Mora. "Pre-service Secondary teachers’ learning styles." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.270.

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Hernández-Amorós, María J., María E. Urrea-Solano, and Joaquín Ripoll-Ferrándiz. "PRE-SERVICE SECONDARY TEACHERS’ ATTITUDES AND TRAINING TOWARDS DIVERSITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1072.

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Sharma, Sashi. "Secondary pre-service teachers’ experiences of integrating statistical investigations in their curriculum areas." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20603.

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When teaching statistics teachers are encouraged to use real-life and student-relevant context to motivate and engage students. Linking statistics to other curriculum areas can provide that context, giving links between the world around us and the context-specific learning of statistics. There is considerable and rich literature on using meaningful contexts when teaching statistics. However, less attention has been paid to the development of students’ statistical thinking across curriculum areas. This paper focuses on pre-service secondary teachers’ views on integrating statistical investigations in their curriculum areas. As part of design-based study, pre-service teachers were required to explore the use of statistical inquiry cycle in their learning area. They planned, taught, and reflected on the processes of conducting a statistical investigation in their learning area. Teacher reflections indicate that while teachers were positive about integrating, they also identified some challenges.
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Chikobava, Margarita, and Ralf Romeike. "Towards an Operationalization of AI acceptance among Pre-service Teachers." In WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481349.

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Standl, Bernhard, and Nadine Schlomske-Bodenstein. "Investigating Teacher’s Empathy and Its Impact on Pre-Service Teachers’ Self-Efficacy in Programming Tasks." In WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481332.

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Sabo, Hannah C., Tor Ole B. Odden, and Tone F. Gregers. "Challenges of preparing secondary STEM pre-service teachers in computational thinking." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.sabo.

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González, Teresa, and Jesús Pinto. "Conceptions of four pre-service teachers on graphical representation." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08309.

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In this study we analyze the conceptions of future secondary school mathematics teachers on the teaching of statistics and their influence in classifying the problems in which graphical statistics play a role. For this purpose we present a case study of four students taking the course ‘Introduction to the Teaching of Mathematics’, who responded to different data collection instruments and were interviewed afterwards.
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Fernández, Nicolás, Jaime García-García, Elizabeth Arredondo, and Isaac Imilpán. "Knowledge of Binomial Distribution in Pre-service Mathematics Teachers." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8b2.

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The binomial distribution is one of the most important discrete distributions in probability and statistics; however, research identifies weaknesses in teachers’ and students’ application of binomial distributions for solving tasks beyond the direct use of the formula. Based on historical epistemological study and notions from the onto-semiotic approach to mathematical knowledge and instruction, we designed and administered a questionnaire to secondary school mathematics teachers in training. In our results, we identify and describe a lack of articulation among historical epistemological elements of the binomial distribution. Teachers can correctly use concepts such as combinatorics, probability, and the binomial distribution formula to model and identify binomial phenomena but cannot answer questions about a random variable or expected value. They show a lack of consideration of alternative representations.
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Velázquez-Iturbide, J. Ángel, Pedro Paredes-Barragán, and Jaime Urquiza-Fuentes. "An Experience in Explicitly Training Pre-Service Early Childhood Teachers in Programming Concepts with ScratchJr." In WiPSCE '22: The 17th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3556787.3556871.

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Reports on the topic "Secondary pre-service teachers"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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