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Статті в журналах з теми "Teacher education in pre-service"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 15 лютого 2022

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1

ÜLGÜ, Serkan, and Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 2 (June 24, 2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.

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2

Goff-Kfouri, Carol Ann. "Pre-service Teachers and Teacher Education." Procedia - Social and Behavioral Sciences 93 (October 2013): 1786–90. http://dx.doi.org/10.1016/j.sbspro.2013.10.117.

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3

Atisabda, Wasant, and Sudarat Atisabda. "Pre-Service Teacher Education in Knowledge-Based Society." International Journal of Information and Education Technology 5, no. 6 (2015): 456–59. http://dx.doi.org/10.7763/ijiet.2015.v5.549.

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4

OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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5

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

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AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.

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6

Mason, Kevin O. "Teacher involvement in pre-service teacher education." Teachers and Teaching 19, no. 5 (October 2013): 559–74. http://dx.doi.org/10.1080/13540602.2013.827366.

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7

Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

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8

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

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

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9

Curtis, Elizabeth. "Play in Pre-Service Teacher Education." International Journal of Learning in Higher Education 22, no. 4 (2015): 1–10. http://dx.doi.org/10.18848/2327-7955/cgp/v22i04/48628.

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10

Curtis, Elizabeth. "Play in Pre-Service Teacher Education." International Journal of Learning in Higher Education 22, no. 4 (2015): 1–10. http://dx.doi.org/10.18848/1447-9494/cgp/v22i04/48628.

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11

Mebratu, Belete, and Kelly Ahuna. "Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment." Cultural and Pedagogical Inquiry 11, no. 2 (September 16, 2019): 44–52. http://dx.doi.org/10.18733/cpi29483.

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The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

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12

Yusuf, Kamal, and Renaldi Bimantoro. "THE ROLE OF SERVICE LEARNING IN PRE–SERVICE TEACHERS IN ENGLISH EDUCATION DEPARTMENT." SALEE: Study of Applied Linguistics and English Education 1, no. 02 (August 1, 2020): 75–80. http://dx.doi.org/10.35961/salee.v1i02.103.

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Анотація:

Nowadays, pre-service teachers must collect teaching experiences as many as possible. The experiences will improve their self-confidence when they teach in the class. Self-confidence can make the students feel enjoy and comfort in the classroom. To get a lot of experience before to be a teacher, pre-service teachers can be volunteers to do service learning. Service learning can implement the pre-service knowledge when they got some supporting courses to help their when they teach in the class. The pre-service teachers do the service learning to be preparation for the future time because they will face in the real community. Basically, a good teacher must have high self-confidence, mastering in the material, and can make the students feel enjoy. In addition, the service learning can be as the reflection for the pre-service teacher. In fact, the service learning has so many benefit impacts for the pre-service teacher, the school, teacher, and the students. Keywords: Service Learning, pre-service teacher, teaching skill, English Teaching.

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13

Ko, Kyounghee. "Pre-service Teachers’ Perceptions on Elementary English Culture Education and Implications on Pre-service Teacher Education." Journal of Mirae English Language and Literature 24, no. 3 (August 31, 2019): 151–97. http://dx.doi.org/10.46449/mjell.2019.08.24.3.151.

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14

Mandhyan, Prerna. "MULTICULTURAL ENVIRONMENT AND PRE SERVICE TEACHER EDUCATION PROGRAMME." International Journal of Research -GRANTHAALAYAH 4, no. 12 (December 31, 2016): 85–94. http://dx.doi.org/10.29121/granthaalayah.v4.i12.2016.2396.

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Diversity in cultures has become the prominent feature of 21st century. The effect of this feature can be observed in classroom environment where the teacher has students having multicultural backgrounds. Therefore, there is need to train prospective teachers for teaching in diverse/ multicultural classroom. They are not prepared for coming in contact with different cultures than the sheltered one many of them have lived in. They are not prepared for the different needs possessed by today’s multicultural student population. In this paper, we discuss not just the problems that arise due to this issue. We also discuss ways to remedy these problems, starting with pre-service teacher education programs and ending with these prospective teachers themselves.

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15

Guise, Megan, and Krystal Thiessen. "From Pre-Service to Employed Teacher." Educational Renaissance 5, no. 1 (March 9, 2017): 37–51. http://dx.doi.org/10.33499/edren.v5i1.99.

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The research study described in this article is an extension of a yearlong mixed methods study of eight co-teaching pairs (four English and four science) and their implementation of co-teaching during the clinical experience. A year after these eight pre-service teachers participated in the co-teaching research study while enrolled in a teacher education program, they were interviewed at the conclusion of their first year of employed teaching with the goal of exploring the impact that the co-teaching experience had on their development as a teacher. Findings reveal that co-teaching during the clinical experience provides an opportunity to shape pre-service teachers to be collaborative, reflective practitioners who seek out opportunities to collaborate and position themselves as lifelong learners. However, teacher education programs that implement co-teaching during the clinical experience have a responsibility to ensure that co-teaching occurs with fidelity and that pre-service teachers are supported to transition to full-time employment where the day-to-day co-teaching opportunities may be more limited.

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16

Goldstein, Olzan, and Bertha Tessler. "The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 151–66. http://dx.doi.org/10.28945/3876.

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Aim/Purpose: This study examines the impact of the Israeli National Program on pre-service teachers’ skills in the integration of ICT in teaching and discusses the influential factors of successful implementation of practices in the field. Background: In the current Information Age, many countries relate to education as an im-portant factor for national growth. Teacher education plays a significant role in coping with the challenge of educating a new generation of school students to compete in a technology-driven society. In 2011, the Israel Ministry of Education initiated the National Program for transforming teacher education colleges to meet the demands of the 21st century. Methodology: The study focuses on two research questions: (1) What was the impact of the National Program on pre-service teacher training concerning the integration of ICT in their teaching? (2) What are the predictors of the pre-service teachers’ practice of ICT integration in teaching? It is a quantitative study, based on data collected in two rounds two years apart that compares several indices of pre-service teachers’ preparation to teach with ICT. Contribution: The findings offer insights regarding influential factors of successful integration of ICT in education. Findings: Analyses showed a significant increase in most of the indices of teacher training according to the National Program, in particular in the number of ICT-based lessons that pre-service teachers taught in their teaching practice at schools. Predictors of ICT integration in teaching were modeling by faculty members and school mentor teachers, the number of ICT-based lessons taught by pre-service teachers, and pre-requisite conditions at schools and colleges. Recommendations for Practitioners: The current challenge is to promote innovative ICT-based teaching methods among teacher educators, school teacher mentors, and pre-service teachers. Recommendation for Researchers: The findings underscore the importance of modelling by the school mentors as well as pre-requisite conditions at schools. Impact on Society: Being acquainted with the most influential factors of successful integration of ICT in teaching by pre-service teachers can improve teacher education as well as the education system in educating future generations. Future Research: More research is needed to learn about the dissemination of innovative models of ICT integration in teaching by pre-service teachers and their educators.

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17

이미아. "Special education teacher leadership perceived by pre-service special education teachers." Journal of Special Children Education 11, no. 4 (December 2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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18

Foster, Lois. "Issues in Multicultural Education: Pre‐Service Teacher Education." South Pacific Journal of Teacher Education 15, no. 1 (April 1987): 11–28. http://dx.doi.org/10.1080/0311213870150103.

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19

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

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

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20

Ferizat, Mizambayeva, and Baimyrzayev Kuat. "The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1976–96. http://dx.doi.org/10.18844/cjes.v16i4.6066.

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The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training. Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

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21

Aykac, Necdet, Kasim Yildirim, Yahya Altinkurt, and Monica Miller Marsh. "Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 67–78. http://dx.doi.org/10.22521/unibulletin.2017.61.6.

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22

Ye, Wangbei, and Wing-Wah Law. "Pre-service teachers' perceptions of teacher morality in China." Teaching and Teacher Education 86 (November 2019): 102876. http://dx.doi.org/10.1016/j.tate.2019.102876.

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23

Herbert, Sandra, and Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education." Research in Science Education 48, no. 4 (May 20, 2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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24

Nascimento, Ana Karina de Oliveira, Maria Amália Vargas Façanha, and Marlene de Almeida Augusto de Souza. "Pre-Service Teacher Education in Times of Crisis." Revista Brasileira de Linguística Aplicada 21, no. 2 (April 2021): 497–520. http://dx.doi.org/10.1590/1984-6398202117316.

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Анотація:

ABSTRACT No doubt, this is a time of crisis. The impact of COVID-19 on people’s lives is tremendous. The pandemic affects human beings in different ways, depending on their place in society, but everybody is somehow affected: in finances, emotions, behaviors, to mention a few. The same is true about education. Institutions, teachers and learners are pushed to debates and changes never considered, which raise a number of uncertainties. Motivated by discussions the authors took part in as teacher educators, a documentary research was conducted, focusing on national and local documents published due to the pandemic. Based on the data collected, in this article we aim at discussing their possible implications for teacher education.

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25

Winterbottom, Christian, and Philip J. Mazzocco. "Reconstructing teacher education: a praxeological approach to pre-service teacher education." European Early Childhood Education Research Journal 24, no. 4 (November 7, 2014): 495–507. http://dx.doi.org/10.1080/1350293x.2014.975940.

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26

ULUM, Ömer Gökhan. "Pre-Service English Teachers’ Narrative Identity." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 92–101. http://dx.doi.org/10.15503/jecs2020.1.92.101.

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Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

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27

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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28

Smit, Tanya, and Pieter H. du Toit. "Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses." South African Journal of Education 41, no. 2 (May 31, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n2a2010.

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During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.

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29

Pratiwi, Dwiyani. "Teaching Practicum in Pre-Service Teacher Education." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 31. http://dx.doi.org/10.25078/yb.v1i1.1375.

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Анотація:

<p>This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested. </p>

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30

Owston, Ron. "Virtual mentoring in pre-service teacher education." Future Learning 1, no. 1 (January 1, 2012): 23–28. http://dx.doi.org/10.7564/12-fule5.

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31

Byrne, Jenny, Viv Speller, Sue Dewhirst, Paul Roderick, Palo Almond, Marcus Grace, and Anjum Memon. "Health promotion in pre‐service teacher education." Health Education 112, no. 6 (October 12, 2012): 525–42. http://dx.doi.org/10.1108/09654281211275872.

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32

Bullock, Donald W. "California's Teacher Pre-Service Computer Education Requirements:." Computers in the Schools 8, no. 1-3 (April 29, 1991): 111–14. http://dx.doi.org/10.1300/j025v08n01_11.

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33

Woodward, Helen, and Philip Nanlohy. "Digital portfolios in pre-service teacher education." Assessment in Education: Principles, Policy & Practice 11, no. 2 (July 2004): 167–78. http://dx.doi.org/10.1080/0969594042000259475.

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34

Shoffner, Melanie. "Informal reflection in pre‐service teacher education." Reflective Practice 9, no. 2 (April 29, 2008): 123–34. http://dx.doi.org/10.1080/14623940802005392.

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35

TAMI, SEIFERT. "Pedagogy 2.0 in Pre-Service Teacher Education." i-manager's Journal of Educational Technology 14, no. 3 (2017): 15. http://dx.doi.org/10.26634/jet.14.3.13856.

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36

Johnson, Corey M., and Lorena O'English. "Information Literacy in Pre-Service Teacher Education." Behavioral & Social Sciences Librarian 22, no. 1 (January 20, 2003): 129–39. http://dx.doi.org/10.1300/j103v22n01_09.

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37

Jelinek, Carol A. "Stress and the pre‐service teacher." Teacher Educator 22, no. 1 (June 1986): 2–8. http://dx.doi.org/10.1080/08878738609554886.

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38

Schibeci, R. A. "Logo in pre-service and in-service teacher education." Computers & Education 14, no. 1 (January 1990): 53–60. http://dx.doi.org/10.1016/0360-1315(90)90022-y.

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39

Rahmadi, Imam Fitri, Eti Hayati, and Aulia Nursyifa. "Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes." Research in Social Sciences and Technology 5, no. 2 (May 17, 2020): 113–33. http://dx.doi.org/10.46303/ressat.05.02.7.

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Integrating technology into learning and instruction processes is inevitable in this modern world, so it is of pivotal importance that all teachers should master TPACK confidently. Unfortunately, the approaches toward teacher education programs in many countries, specifically in Indonesia, do not yet integrate TPACK in the curriculum. This study aimed at comparing pre-service civic education teachers’ TPACK confidence across three course modes—Regular A, B, and C—of a pre-service teacher education program in Indonesia. Involving 90 pre-service civic education teachers, a self-report measure survey is used as the research method. The result revealed that Regular A and C pre-service civic education teachers report an almost equal level of TPACK confidence while the Regular B pre-service civic education teachers report a lower level of TPACK confidence. Academic and practical implications of these findings are discussed, and insights for future teacher education programs are provided.

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Pozas, Marcela, and Verena Letzel. "Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles." Open Education Studies 3, no. 1 (January 1, 2021): 163–75. http://dx.doi.org/10.1515/edu-2020-0151.

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Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

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Frågåt, Thomas, Ellen K. Henriksen, and Cathrine W. Tellefsen. "Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher." Nordic Studies in Science Education 17, no. 3 (September 14, 2021): 277–92. http://dx.doi.org/10.5617/nordina.7644.

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Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

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Lim, Cher Ping, and Bee Choo Chan. "microLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs." Computers & Education 48, no. 3 (April 2007): 474–94. http://dx.doi.org/10.1016/j.compedu.2005.03.005.

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KAVRAYICI, Ceyhun. "Evaluation of the Factors Affecting Teacher Identity Development of Pre-Service Teachers: A Mixed Method Study." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–18. http://dx.doi.org/10.14689/ejer.2020.89.5.

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Koch, Anne, Misook Heo, and Joseph C. Kush. "Technology Integration into Pre-service Teacher Training." International Journal of Information and Communication Technology Education 8, no. 1 (January 2012): 1–14. http://dx.doi.org/10.4018/jicte.2012010101.

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This study evaluated the perceptions of pre-service teachers in their ability to integrate technology into a learning environment based on coursework and student teaching experiences. Pre-service teachers were surveyed using the 2008 ISTE/NETS*T standards as a framework. Results were collected across four academic years at a university that has identified technology as an underlying theme. Conclusions from the study provide an insight into technology savvy characteristics of pre-service teachers. Results also show that technology modeling and program design within a teacher education program can have a significant impact on pre-service teachers, thus improving their perceptions about their ability to integrate technology.

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Dagiene, Valentina. "Development of ICT Competency in Pre-Service Teacher Education." International Journal of Digital Literacy and Digital Competence 2, no. 2 (April 2011): 1–10. http://dx.doi.org/10.4018/jdldc.2011040101.

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Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

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Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.

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This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.

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Zhang, Zuochen. "Teaching ICT to Pre-Service Teachers: Experiences and Reflections." LEARNing Landscapes 8, no. 1 (August 1, 2014): 323–37. http://dx.doi.org/10.36510/learnland.v8i1.688.

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Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.

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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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Biricik Deniz, Esma, Elif Kemaloglu-Er, and Yonca Ozkan. "ELF-aware pre-service teacher education: practices and perspectives." ELT Journal 74, no. 4 (August 20, 2020): 453–62. http://dx.doi.org/10.1093/elt/ccaa040.

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Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants’ professional development as well as presenting several challenges.

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Tatar, Nilgün. "PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 34–44. http://dx.doi.org/10.33225/jbse/15.14.34.

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This study examines pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers’ beliefs about the images of a science teacher and the science teaching. Key words: belief about teaching, inquiry-based teaching, mental image, pre-service teachers’ education.

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