Journal articles: 'Secondary pre-service teachers'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

Hemenway, Mary Kay. "Pre-service Astronomy Education of Teachers." Highlights of Astronomy 13 (2005): 1044–45. http://dx.doi.org/10.1017/s1539299600018074.

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Ibrahim, Muhammad Alhaji, and Wum Thiam Yew. "An assessment of the level of knowledge of secondary school mathematics subject matter among final year pre-service mathematics teachers as a basis for teaching school mathematics." Journal of Mathematics and Science Teacher 3, no. 1 (January 19, 2023): em027. http://dx.doi.org/10.29333/mathsciteacher/12853.

Full text

Abstract:

The study sough to establish whether final year pre-service mathematics teachers have mastered secondary school mathematics subject matter as a basis for teaching mathematics at secondary school level immediately after graduation. Based on the assumption of 80% of scores (Guskey & Anderman, 2013) and above in the test administered as accepted cut off point to signify mastery of secondary school mathematics curriculum, the finding of the study revealed that 48.57% of the final year pre-service mathematics teachers have scored 80% and above in the test, which signifies their level of knowledge of secondary school mathematics subject matter, while 51.43% of the final year pre-service mathematics teachers have scored less than 80% in the test, which signifies their inadequate mastery of school mathematics subject matter. The finding shows that over 50% of the final year pre-service mathematics teachers cannot be relied upon to teach secondary school mathematics curriculum with confidence, this is because majority of the final year pre-service mathematics teachers’ (51.43%) have demonstrated inadequate mastery of the subject matter for which they have been trained to teach immediately after graduation. Based on the findings, the following recommendation were put forward; to ensure adequate mastery of school mathematics subject matter among final year pre-service mathematics teachers as a predictable tools for employment, and to serve as a basis for teaching mathematics at secondary school level, mathematics teacher education training should include all secondary school mathematics curricular in their training to ensure adequate mastery of the subject matter among the pre-service teachers.

APA, Harvard, Vancouver, ISO, and other styles

12

Shi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.

Full text

Abstract:

Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice teachers. The micro-teaching program aims at equipping novice teachers with relevant teaching skills and behaviors through practice of teaching under controlled conditions. The purpose of this paper is to trace the developmental trajectories of the novice teachers participating in this program and examine the effect of formal assessment on the development of novice teachers. This study reveals that the program can help teachers share teaching strategies and solve practical problems in teaching, thus novice teachers acquire teaching skills and gain confidence in teaching. It is recommended the faculty should incorporate the program not only in pre-training service for novice teachers but also in service for teachers to improve their teaching routine.

APA, Harvard, Vancouver, ISO, and other styles

13

Brown, Barbara, Amber Hartwell, and Christy Thomas. "INTERDISCIPLINARY DESIGN TEAMS OF PRE-SERVICE AND IN-SERVICE TEACHERS: ISSUES WITH COLLABORATION." Canadian Journal of Action Research 19, no. 1 (September 11, 2018): 3–21. http://dx.doi.org/10.33524/cjar.v19i1.371.

Full text

Abstract:

Two post-secondary instructors and one K-12 Learning Commons teacher describe how interdisciplinary units of study were designed by undergraduate pre-service teachers and by in-service teachers in a junior high school. The interdisciplinary units focused on two or more disciplines and aimed to engage student learners in understanding a complex issue. Using a collaborative action research approach and through ongoing dialogue, the three educators worked together throughout the year to improve processes for supporting teachers in designing interdisciplinary units of study. Findings suggest teachers experience common challenges when working on interdisciplinary design teams regardless of the extent of their teaching experiences.

APA, Harvard, Vancouver, ISO, and other styles

14

Metruk, Rastislav. "Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives." Journal of Language and Education 6, no. 3 (September 30, 2020): 80–93. http://dx.doi.org/10.17323/jle.2020.10593.

Full text

Abstract:

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

APA, Harvard, Vancouver, ISO, and other styles

15

Stanisavljevic, Jelena, Dragan Djuric, Ljubisa Stanisavljevic, and Pierre Clément. "Analysis of pre-service and in-service views of evolution of Serbian teachers." Archives of Biological Sciences 67, no. 1 (2015): 317–29. http://dx.doi.org/10.2298/abs140505048s.

Full text

Abstract:

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

APA, Harvard, Vancouver, ISO, and other styles

16

Yoshida, Hiroki. "A Repeated Cross-Sectional Study on Japanese Pre-service Teachers’ Motivation to Become Elementary and Secondary School Teachers." International Journal of Social Science and Humanity 6, no. 6 (June 2016): 412–18. http://dx.doi.org/10.7763/ijssh.2016.v6.682.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Murray Orr, Anne, Jennifer Mitton Kukner, and D. J. Timmons. "Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge." Language and Literacy 16, no. 1 (May 23, 2014): 91. http://dx.doi.org/10.20360/g2cs3z.

Full text

Abstract:

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices. This paper inquires into the perspectives of six mathematics and science pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

APA, Harvard, Vancouver, ISO, and other styles

18

Rajendran, M. "Sociocultural Perspective on Assessment for Learning: Exploring Pre-Service Teachers’ Understanding." International Journal of Social Science And Human Research 05, no. 10 (October 17, 2022): 4567–70. http://dx.doi.org/10.47191/ijsshr/v5-i10-21.

Full text

Abstract:

Assessing students' performance in a particular context is crucial for teachers. Teachers should have enough knowledge and skill of how students construct their knowledge to enhance their learning. The study aimed to explore the pre-service teachers' understanding of assessment for learning from a sociocultural perspective. In a qualitative research design, a semistructured interview was conducted with five second-year secondary pre-service teachers studying 'Assessment for learning' as a foundation course in their B.Ed. programme. The analysis of the finding revealed that participants had minimal understanding of assessment for learning. Participants were not adequately prepared to assess students' performance in a sociocultural paradigm.

APA, Harvard, Vancouver, ISO, and other styles

19

Yarema, Connie, and Donna Gee. "Experiencing Lesson Study: Pre-service Secondary Mathematics Teachers’ Perceptions." International Journal of Science, Mathematics and Technology Learning 23, no. 1 (2016): 29–41. http://dx.doi.org/10.18848/2327-7971/cgp/v23i01/29-41.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Aziz, Tian Abdul, Supiat Supiat, and Yohanes Soenarto. "PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE." Jurnal Cakrawala Pendidikan 38, no. 1 (February 27, 2019): 203–14. http://dx.doi.org/10.21831/cp.v38i1.21945.

Full text

Abstract:

This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private university in Jakarta City, Indonesia. Five of them were selected purposively and interviewed to gain deep information and confirm their written responses in the test. We find that most participants struggled with the absolute value task. There are inconsistencies of the definition of absolute value expressed by them. Besides, typical mistakes made are: (a) removal of absolute value bars; (b) focus heavily on rules; (c) conversion of absolute value bars to parentheses; (d) exclusion of number inside absolute value bars; (e) poor algebraic manipulation; and (f) inability to draw absolute value graph. Based on the findings, the most common cause of mistakes made by the participants is didactical contract in mathematics teaching and learning. Limitation and implications of the study are presented.

APA, Harvard, Vancouver, ISO, and other styles

21

Park, So-Yeon, and Hyun-Sook Park. "The Effectiveness of for Pre-service Secondary History Teachers." Journal of Curriculum and Evaluation 18, no. 3 (November 2015): 183–207. http://dx.doi.org/10.29221/jce.2015.18.3.183.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Redmond, Petrea. "Discipline specific online mentoring for secondary pre-service teachers." Computers & Education 90 (December 2015): 95–104. http://dx.doi.org/10.1016/j.compedu.2015.08.018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

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

Full text

Abstract:

This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.

APA, Harvard, Vancouver, ISO, and other styles

24

Ampa, Tage. "A Study on Attitude of Pre-service Secondary Teachers Towards Human Rights Education and Peace Education." Dera Natung Government College Research Journal 1, no. 1 (2016): 17–22. http://dx.doi.org/10.56405/dngcrj.2016.01.01.02.

Full text

Abstract:

The investigators conducted a study to know the attitude towards Human Rights Edu- cation and Peace Education of pre-service secondary teachers of Department of Education, Rajiv Gandhi University, Hills College of Teacher Education and Donyi-Polo B.Ed College Itanagar, Arunachal Pradesh. For this purposes, normative survey method of research was used. A sample consists of 50 pre-service teachers were selected randomly. Peace Education and Human Rights Education Attitude scale for pre-service teachers developed by Dr. Jayadeba Sahoo, Professor, Department of Education, Rajiv Gandhi University, Rono Hills were used for data collection. Mean (M), standard deviation (SD), and t-test were used to analyze the data. The attitude of both male and female were analyzed. The findings revealed that no significant difference was found in the attitude level of male and female pre-service teachers. The authors stressed on imparting peace education and human rights education in college. Knowledge of human rights education makes students better able to participate in society and encourages pre- service teachers to think broadly when they plan to teach for peace.

APA, Harvard, Vancouver, ISO, and other styles

25

Kang, Woonsun. "Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers." Sustainability 11, no. 9 (May 1, 2019): 2532. http://dx.doi.org/10.3390/su11092532.

Full text

Abstract:

The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

APA, Harvard, Vancouver, ISO, and other styles

26

Wetter, Kay E. "Do Pre-Service Secondary Geography Teachers Want to be Teachers or Coaches?" Journal of Geography 101, no. 3 (May 2002): 131–36. http://dx.doi.org/10.1080/00221340208978486.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Marav, Daariimaa. "Mongolian Pre-Service English Teachers’ Voices about Their Teaching Practicum Experiences." Education Sciences 12, no. 5 (May 12, 2022): 339. http://dx.doi.org/10.3390/educsci12050339.

Full text

Abstract:

Despite the growing uptake of the English language by Mongolian youth and policy initiatives at the governmental level that have emphasized English education, there is very limited internationally available discussion and research on English language teacher education in Mongolia. Thus, the paper aims to examine teaching practicum experiences of pre-service English teachers in Mongolian secondary school settings and explore what challenges they face. Eleven pre-service English teachers, who completed their 12-week teaching practicum in secondary schools in Ulaanbaatar, participated in this study by writing personal narratives on their teaching practicum experiences. The findings indicate that the participants struggled in their teaching contexts due to the lack of mentoring by public school mentor teachers, insufficient university-school partnerships, and classroom-level constraints caused by the mismatch between what they had learned at university and the realities faced in school classrooms. It is recommended to develop a comprehensive teacher development program to improve the quality of both in-service and pre-service English teachers, and to reduce educational inequality associated with access to quality English language education. Furthermore, incorporating social justice education into English teacher preparation programs is important to help future teachers become more critical, reflexive, and transformative.

APA, Harvard, Vancouver, ISO, and other styles

28

Gnonlonfoun, Jean-Marc. "Exploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools." SMART MOVES JOURNAL IJELLH 8, no. 2 (February 28, 2020): 9. http://dx.doi.org/10.24113/ijellh.v8i2.10400.

Full text

Abstract:

There are limited resources available as far as pre-service EFL teachers’ views regarding assessment are concerned. Therefore, this study is set out to explore Beninese pre-service EFL teachers’ perspectives on the issue. In this line, 120 pre-service teachers were randomly selected from the 18th promotion of the BAPES/CAPES programme at the Teacher Training School of Porto-Novo (Ecole Normale Supérieure de Porto-Novo). The semi-structured interviews conducted with groups of ten participants were recorded and transcribed using Voice Notes 3.56 (free) set on a TECNO-W3 android cellphone. The data collected demonstrated that there is a gap between assessment theories and practices. Therefore, there is a necessity for all actors involved to work in order to redress the value accorded to assessment and the inherent grades in the Beninese society.

APA, Harvard, Vancouver, ISO, and other styles

29

Holubova, Renata. "Physics lessons taught by pre-service teachers and in-service teachers – didactic case report and comparison." International Journal of Innovation Education and Research 6, no. 7 (July 31, 2018): 113–20. http://dx.doi.org/10.31686/ijier.vol6.iss7.1088.

Full text

Abstract:

The aim of this paper is to present the outcomes of the project that is solved at the Faculty of Science in Olomouc, Czech Republic. One of the key activities of the project is to interconnect more closely the pre-graduate teacher training with the practice at schools and the cooperation with teachers of various secondary schools. Video hospitalizations of lessons are provided. Lessons realized by experienced teachers are compared with lessons realized by university students (pre-service teachers). The lessons are analyzed and reflected. Particular examples of the comparison of various physics lessons will be presented, crucial problems in these two types of lessons will be discussed.

APA, Harvard, Vancouver, ISO, and other styles

30

Ai, Bin, Xueshan Li, and Guofang Li. "When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools." SAGE Open 12, no. 1 (January 2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079910.

Full text

Abstract:

Every year, a number of Chinese undergraduates from urban teacher universities are selected as volunteer pre-service teachers to teach in schools located in underdeveloped rural areas. In this qualitative case study, the researchers explore four pre-service teachers’ 1-year experience as volunteer educators in rural schools, their communities of practice in the south and west of China, and present their reflections on the challenges, including how their responses (re)shaped their teacher identity. It is found that these pre-service teachers have built their social capital through rural teaching experience, and they have begun to construct their professional teacher identity within that transitional community of teaching practice. The paper contributes to discussions of pre-service teacher education and pre-service teacher identity construction in the context of secondary education in rural China and in other parts of the world.

APA, Harvard, Vancouver, ISO, and other styles

31

Hine, Gregory S. C. "Strengthening pre-service teachers’ mathematical content knowledge." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 50–64. http://dx.doi.org/10.53761/1.12.4.5.

Full text

Abstract:

The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a variety of ways to present mathematical content and to assist students to deepen their understanding (Chick 2012; Shulman 1987). Emerick, Hirsch & Berry (2003) argue that high quality teachers must possess appropriate mathematical content knowledge, and must also possess considerable background in communicating effectively to students. There are two aims of this educational research. The first is to investigate the self-perceptions of pre-service primary and secondary teachers enrolled in a mathematics education unit as they engage with and consolidate their mathematics content knowledge. The second aim is to explore how these pre-service teachers understand and perceive their ‘readiness’ to undertake such a task, based on their recent tertiary training. Data were collected from participants through the exercise of pre-unit (Phase 1) and post-unit (Phase 2) surveys. Following the completion of Phase 1, participant self-reflections indicated varying degrees of readiness to teach mathematics to upper primary and lower secondary students. Less than half of the sampled participants asserted that they felt confident in teaching mathematics, and almost all participants stressed the need to strengthen both their content knowledge and pedagogical content knowledge. This paper will discuss the key findings of Phase 1 in light of the extant literature on the preparation of pre-service mathematics teachers.

APA, Harvard, Vancouver, ISO, and other styles

32

Piedade, João Manuel Nunes. "Pre-service and in-service teachers’ interest, knowledge, and self-confidence in using educational robotics in learning activities." Educação & Formação 6, no. 1 (January 4, 2021): e3345. http://dx.doi.org/10.25053/redufor.v6i1.3345.

Full text

Abstract:

This paper presents a study that aims to analyze the interest, knowledge, problem-solving skills, and self-confidence of the pre-service and in-service teachers in using educational robotics for teaching purposes, in particular, to teach programming and computational thinking in primary and secondary education. In the portuguese context, it is mandatory to attend a masters in teaching in order to become a teacher in primary and secondary education. These pre-service teacher training programs are organized in several dimensions, such as specific didactics, general education, scientific area. Computational Thinking, programming, and robotics have been integrated into the schools’ curriculum in many countries. Accordingly, it is essential to analyze the teachers’ preparation to teach these thematic trends. A descriptive and exploratory quantitative approach was implemented with 49 participants. The results pointed out a positive level of interest, educational robotics knowledge, problem-solving, self-confidence of both pre-service and in-service teachers.

APA, Harvard, Vancouver, ISO, and other styles

33

Suryadi, A., S. Kusairi, and D. A. Husna. "Comparative Study of Secondary School Students' and Pre-Service Teachers' Misconception about Simple Electric Circuit." Jurnal Pendidikan Fisika Indonesia 16, no. 2 (December 24, 2020): 111–21. http://dx.doi.org/10.15294/jpfi.v16i2.21909.

Full text

Abstract:

The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits.Â The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.

APA, Harvard, Vancouver, ISO, and other styles

34

Bennett, Dawn, and Eddy K. M. Chong. "Singaporean pre-service music teachers’ identities, motivations and career intentions." International Journal of Music Education 36, no. 1 (May 6, 2017): 108–23. http://dx.doi.org/10.1177/0255761417703780.

Full text

Abstract:

This article explores pre-service music teachers’ professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment—a teaching bond or contract—to work as teachers in schools. An overview of pre-service teacher education and the challenges of attraction and retention in Singapore is followed by discussion of the literature relating to identity formation, with a focus on music teacher and musician identities. Next, analysis and discussion of the findings highlight that participants’ teacher identities did not align with their level of performance proficiency. Teacher identity did, however, align with participants’ intentions to remain in teaching; participants who defined themselves first and foremost as music teachers were more likely than their peers to plan long-term teaching careers. The article considers the influence of teaching bonds, or contracts, signed by students in advance of their post-secondary studies. It concludes by considering the implications for recruitment and for developing professional identity among pre-service music teachers.

APA, Harvard, Vancouver, ISO, and other styles

35

Teoh, Jase. "Pre-Service Teachers in Second Life: Potentials of Simulations." Journal of Educational Technology Systems 40, no. 4 (June 2012): 415–41. http://dx.doi.org/10.2190/et.40.4.g.

Full text

Abstract:

An in-depth qualitative study with nine secondary pre-service teachers from an undergraduate Language and Literacy class was conducted to examine the potential of simulation using Second Life (SL) in teacher education. Games and simulations were operationally defined in the broadest sense to distinguish key characteristics between them. This study identified a number of ways (e.g., extra credit option, supplementary tool, and enhancement to teaching and learning) SL could be used as an educational tool to engage students in learning.

APA, Harvard, Vancouver, ISO, and other styles

36

Lee, Ji-Hye. "Personality Education Direction and Task of Pre-service Secondary Teachers." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 16 (September 15, 2017): 127–49. http://dx.doi.org/10.22251/jlcci.2017.17.16.127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

송정윤. "Secondary Pre-service Korean Language Teachers’ Questioning on Simulated Instruction." KOREAN EDUCATION ll, no. 101 (December 2014): 249–76. http://dx.doi.org/10.15734/koed..101.201412.249.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Sears, Ruthmae. "Proof schemes of pre-service middle and secondary mathematics teachers." Investigations in Mathematics Learning 11, no. 4 (May 8, 2018): 258–74. http://dx.doi.org/10.1080/19477503.2018.1467106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Titrek, Osman. "Islamic moral values of pre-service teachers for secondary schools." International Journal of Human Sciences / Uluslarası İnsan Bilimleri Dergisi 11, no. 1 (March 19, 2014): 469–80. http://dx.doi.org/10.14687/ijhs.v11i1.2831.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Moore, Kevin C., Kevin R. LaForest, and Hee Jung Kim. "Putting the unit in pre-service secondary teachers’ unit circle." Educational Studies in Mathematics 92, no. 2 (December 28, 2015): 221–41. http://dx.doi.org/10.1007/s10649-015-9671-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Almeida, Rut, Alicia Bruno, and Josefa Perdomo-Díaz. "Strategies of Number Sense in Pre-service Secondary Mathematics Teachers." International Journal of Science and Mathematics Education 14, no. 5 (January 13, 2015): 959–78. http://dx.doi.org/10.1007/s10763-014-9601-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Masats, Dolors, and Paula Guerrero. "The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning." European Journal of Social Science Education and Research 5, no. 3 (December 1, 2018): 185–93. http://dx.doi.org/10.2478/ejser-2018-0069.

Full text

Abstract:

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

APA, Harvard, Vancouver, ISO, and other styles

43

Barney, David, Robert Christenson, and Frank Pleban. "Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical Education." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 30–38. http://dx.doi.org/10.2478/v10099-012-0003-y.

Full text

Abstract:

Pre-Service Physical Education Teachers' Knowledge of Appropriate Instructional Practices in Secondary School Physical EducationSecondary school can serve as a time for youth to prepare themselves for the ‘real world’, and physical education can play an important role in this preparation. Yet in the past, secondary school physical education has not been very effective in preparing youth for life after secondary school. One area to help improve secondary school physical education is in the preparation of pre-service physical education teachers. It is during the preparation of pre-service physical education teachers that they will be taught and trained regarding appropriate instructional practices in secondary school physical education. The National Association of Sport and Physical Education created a document regarding appropriate educational practices in secondary school physical education. For this study, a survey was adapted from the National Association of Sport and Physical Education appropriate instructional practice document. Three hundred and thirteen pre-service physical education teachers from seven institutions of higher education throughout the United States were surveyed regarding their knowledge of appropriate instructional practices in secondary school physical education. It was found that pre-service physical education teachers inappropriately answered six of the 18 survey statements (33%) regarding appropriate instructional practices in secondary school physical education. When pre-service physical education teachers graduate and expose secondary school pupils to appropriate practices, there is a better chance the pupils will be prepared for the ‘real world’.

APA, Harvard, Vancouver, ISO, and other styles

44

Lumbreras, Jr., Ricardo, and William H. Rupley. "Pre-service teachers’ application of understanding by design in lesson planning." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 594. http://dx.doi.org/10.11591/ijere.v9i3.20491.

Full text

Abstract:

This study focused on preservice secondary teacher’s use of the Understanding by Design (UbD), framework to create effective, engaging lessons for their future secondary level students. The subjects consisted of 69 secondary pre-service secondary education majors at a Texas University who were enrolled in a required course for admission into the teacher education program. Pre-posttest surveys of lesson knowledge design were administered to all subjects. Comparing pre- posttest results revealed that knowledge of lesson design showed improvement and knowledge gain in the following areas: concepts and vocabulary; unpacking standards; use of verbs from the standards; rigor; content objectives; formative assessment and summative assessment. The analyses made use of descriptive statistics and descriptions.

APA, Harvard, Vancouver, ISO, and other styles

45

Ragland, Rachel G. "Preparing Secondary History Teachers: Implementing Authentic Instructional Strategies during Pre-service Experiences." Social Studies Research and Practice 9, no. 2 (July 1, 2014): 48–67. http://dx.doi.org/10.1108/ssrp-02-2014-b0004.

Full text

Abstract:

An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of pre-service teacher preparation for social studies teachers. Cohorts of candidates participated in a five-year project while enrolled in a discipline-specific capstone senior methods course and subsequent student teaching experiences. Candidates were surveyed and interviewed concerning their use of, and feelings about, twelve instructional strategies developed with a focus on authentic history pedagogy. Surveys were administered three times: before the secondary social studies methods course, after the methods course, and after student teaching. A variation on the Concerns-Based Adoption Model was used to measure the levels of use and stages of concern of the candidates. Artifacts of practice, including lesson plans from a model unit plan and actual student teaching, also were analyzed to document use of the strategies. Results indicate an increasingly high level of implementation of and comfort with the strategies, as well as the developmental nature of the process. Implications and recommendations for pre-service activities in history teacher education are presented.

APA, Harvard, Vancouver, ISO, and other styles

46

Mulenga, Eddie Mumba, and José María Marbàn. "Social media usage among pre-service secondary mathematics teachers in Zambia." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 2 (May 18, 2020): 130–47. http://dx.doi.org/10.23917/jramathedu.v5i2.9920.

Full text

Abstract:

Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.

APA, Harvard, Vancouver, ISO, and other styles

47

Marbán, José María, and Edgar John Sintema. "Pre-service secondary teachers’ knowledge of the function concept: A cluster analysis approach." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 38–53. http://dx.doi.org/10.23917/jramathedu.v5i1.9703.

Full text

Abstract:

Teacher training is a key aspect for the success of any educational system and it is a prior challenge to facein-depth in Zambia. This study explores some dimensions of prospective secondary mathematics teachers’ subject-matter knowledge and pedagogical content knowledge restricted to the topic of the function concept. Data were collected by means of a questionnaire that was administered to a sample of 150 prospective teachers enrolled attwo public universities inCopperbelt, Zambia. A two-step cluster analysis was used to reveal natural grouping within the datasetobtained. As a result, a two-cluster solution was revealedas the solution that best profiled the data, with participants within both clusters scoringlow in the knowledge domains under consideration. To further understand the results a one-way between-subjects multivariate analysis of variance (MANOVA) and a follow-up discriminant function analysis (DFA) were also conducted. Common content knowledge was shown to be the most important factor in discriminating between prospective teachers in Cluster 1 and those in Cluster 2. The knowledge inadequacies identified are certainly worrisome and are likely to be transferred to young learners at secondary schools. Consequently, it is necessary to address with some urgency certain reforms in educational policies for teacher training programs in Zambia.

APA, Harvard, Vancouver, ISO, and other styles

48

Matorevhu, Alois. "Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes." Electronic Journal of Education, Social Economics and Technology 3, no. 1 (April 30, 2022): 24–32. http://dx.doi.org/10.33122/ejeset.v3i1.50.

Full text

Abstract:

Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of experiences of secondary school teachers recruited to be teacher educators at a secondary teachers’ college, had during the transition from teaching children (pedagogy) to teaching adults (pre-service mathematics and science teachers). Interviews were done, with the view to enable teacher educators to compare their experiences during training (as adult learners) in various teacher education institutions, teaching children at secondary school level, and teaching adults at the teachers’ college in the current study. Interview responses were coded to come up with themes which were analysed. Findings show that learning and application of adult learning theories is a missing link in teacher preparation institutions in Zimbabwe. In order to align teacher preparation with the current Zimbabwean curriculum, training institutions must prepare prospective teachers for both pedagogy and adult learning theories, so that they adapt as the situation requires. This resonates with metagogy, a hybrid of pedagogy and adult learning theories. Preparing teachers this way is in line with best practices, which engender competitiveness to deal with diverse teaching and learning situations, in the 21st century.

APA, Harvard, Vancouver, ISO, and other styles

49

Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

Full text

Abstract:

Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.

APA, Harvard, Vancouver, ISO, and other styles

50

Mönch, Corinna, and Silvija Markic. "Exploring Pre-Service Chemistry Teachers’ Pedagogical Scientific Language Knowledge." Education Sciences 12, no. 4 (March 29, 2022): 244. http://dx.doi.org/10.3390/educsci12040244.

Full text

Abstract:

Chemish, as the scientific language of chemistry, is essential for communicating in and understanding chemistry. At the same time, Chemish is one of the major difficulties in teaching and learning chemistry in the school context. Although in recent years the importance of language in general and scientific language in particular has been pointed out and much research has been carried out on these topics, less is known about (pre-service) chemistry teachers’ knowledge of teaching and learning the scientific language in chemistry classes. Thus, the research on Pedagogical Scientific Language Knowledge (PSLK) is missing. As this knowledge is crucial for (future) chemistry teachers to teach chemistry, in our survey, we seek to evaluate the extent of 41 pre-service chemistry teachers’ PSLK. The answers are analyzed using qualitative content analysis. Results show that pre-service chemistry teachers’ content knowledge resembles the level of knowledge for higher secondary schools. Likewise, the pre-service chemistry teachers have a lack of incisive pedagogical content knowledge: although recognizing problems within Chemish, the pre-service chemistry teachers hardly address those and do not focus on the characteristics of Chemish while explaining scientific terms. On this basis, implications for further university chemistry teacher education and research will be drawn.

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles