분포의 핵심 요소를 중심으로 한 예비수학교사의 협력적 논의 분석

Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students’ errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students’ understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers’ difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008). Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers’ knowledge of students was investigated within the scope of subtraction. Conclusions: Although the pre-service elementary teachers could identify students’ errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers’ knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.

This study aims to enhance the competencies of English pre-service teachers in integrating technical knowledge and human-centered competency education for application in the context of middle and high school English education settings. To achieve this, it extends the traditional TPACK model to develop the HC-TPACK framework and the corresponding HC-TPACK-English model. The framework and model were designed through literature reviews and expert consultations, with the internal validity of the model secured through expert content validity assessments. The study also investigated how these pre-service English teachers incorporated both technical knowledge and human-centered competencies in their lesson designs, based on an analysis of their teaching-learning guides in classes using the model. The findings are as follows: First, the HC-TPACK model, which adds human-centered competencies to the traditional TPACK elements, is expected to help pre-service teachers adapt to future educational environments and develop innovative teaching methods. Second, the application of HC-TPACK enabled pre-service teachers to plan lessons that integrate technology in lesson design and strengthen human-centered competencies. This could be confirmed in the lesson plans of prospective English teachers. These results highlight the importance of an integrated approach to content, teaching methods, competencies, and technology utilization for teacher education program developers and educators.

Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.

Objectives This study aimed to analyze the perceptual changes experienced by pre-service teachers as they derived the final products of lesson plans using generative AI, and to explore educational implications for enhancing their Technological Pedagogical Content Knowledge (TPACK). Methods For this purpose, a preliminary training on the educational use of generative AI was conducted for 20 students in a teacher education course at A Education Graduate School in Seoul. Subsequently, the students explored applicable lesson design strategies for various subjects and reflected on these processes and experiences through mid-term assignments, which were then qualitatively analyzed based on the TPACK framework. Results Firstly, pre-service teachers recognized the educational utility of selecting and using generative AI tools aligned with educational objectives and confirmed their potential as tools for delivering subject content. Secondly, through experiencing the limitations of generative AI, they recognized the importance of carefully integrating technology and cultivating digital and AI literacy among teachers. It was found that their repeated and experimental approaches to lesson design contributed to the enhancement of problem-solving and critical thinking skills. Thirdly, pre-service teachers who were initially hesitant to use generative AI developed a positive perception and showed a willingness to use it more extensively in lesson design. Lastly, they were able to effectively integrate elements of generative AI and TPACK, developing new and innovative customized teaching methods and strategies suitable for each subject, and expanded their educational thinking and perspectives by experiencing lesson design cases from fellow pre-service teachers. Conclusions Teacher training institutions should develop and operate more practical curricula that include excellent examples of technology-integrated classes and practical exercises. Additionally, the curriculum should include content that simulates real issues encountered while using generative AI, and develop customized professional courses that facilitate the systematic integration of generative AI according to each major.

The increasing attention in science education reform documents to language and literacy, coupled with the growing linguistic diversity of United States classrooms, means that science teacher educators and researchers are facing an important task of preparing secondary science preservice teachers (PSTs) to teach a language‐ and literacy‐integrated form of science in linguistically diverse classrooms. Unfortunately, research in this field is in its nascency, and while some studies have addressed PSTs' instructional planning for and implementation of language‐ and literacy‐integrated science instruction, none have considered the unique contextual factors that inform PSTs' uptake of these reform‐oriented instructional practices, despite many studies suggesting student‐teaching contexts are a key factor in PSTs' instructional decisions. The purpose of this multiple case study was to consider the unique contextual factors that supported and constrained three PSTs' uptake of language‐ and literacy‐integrated science practices through a Cultural‐Historical Activity Theory (CHAT) lens. Findings indicated that PSTs' implementation of language‐ and literacy‐integrated science instruction was shaped by interactions among the mediating elements of their student teaching activity systems, including PSTs' division of labor with mentor teachers, the classroom and school norms, PSTs' perceptions of their classroom communities, and PSTs' past life experiences and resources. These findings highlight the roles that different elements of learning‐to‐teach contexts can play in PSTs' enactment of reform‐oriented instruction. Implications for science teacher education, instruction for emergent bilinguals, and research are discussed.

The 21st century has emerged as an era of accountability and standardisation for the teaching profession (Mikulec & Miller, 2012). The current research is comprised of 4 interrelated empirical studies which measure and explore individual differences in perceptions of teacher-student boundaries in the secondary school context from an ethical perspective. This research is timely given it has been 8 years since the Teacher Code of Conduct was introduced in Victoria (The Institute, 2008). While the relationship between teachers and their students has been recognised as a powerful contributor to learning, engagement, and development, the professional limitations of teacher-student interactions have been relatively unexplored. Further, technological advances in the last decade have created new environments that potentially expose teachers to new possibilities and vulnerabilities such as Social Networking Sites (SNS). Within a contingency framework for ethical decision-making (Ferrell & Gresham, 1985) the current research employs a mixed-methods approach and a cross-sectional design. Participants were preservice secondary teachers (N = 288) enrolled at a Victorian university and early career secondary teachers (N = 227) registered in Victoria. All participants completed a questionnaire during class time (preservice) or online (early career) which took approximately 40 minutes. In the absence of a measure of attitudes towards teacher-student interactions and behaviours, the Professional Interactions and Behaviours Scale (PIBS) was developed and validated in Study A. Based upon the Victorian Teacher Code of Conduct, (The Institute, 2008), 5 types of teacher-student interactions were educed from the items; emotional support, physical support, teacher disclosure, connectivity, and befriending. Although average endorsement was modest, early career teachers reported higher endorsement of teacher disclosure and preservice teachers provided greater approval of connectivity and befriending. An opportune international collaboration enabled further comparisons with preservice secondary teachers in Norway (N = 227), who demonstrated greater endorsement of the provision of physical support to students than Victorian preservice teachers. Differences in reported ethical training provided during teacher education are also noted and considered as a context for the development of attitudes toward professional behaviour. Utilising a person-centred approach, Study B explored profiles of trait-like characteristics among the Victorian preservice teachers through cluster analysis. This study proposed that individual differences in personality (Mc Crae & Costa, 2003) and attachment style as defined by Bartholomew (1990) may relate to other personal characteristics such as the need for popularity, domains of contingent self-worth and perceptions of professional behaviour as measured by the PIBS. Preservice teachers described as “responsive resilient” in personality were more likely than “curious & sensitive ambiverts” to endorse teacher provision of emotional support to students. Further, securely attached individuals were more likely to endorse the provision of physical support than dismissive individuals. Study C utilised a mixed-methods approach to explore profiles of teacher-student interactions styles in early career secondary teachers and their responses to ethical dilemmas relating to teacher-student boundaries. Four profiles emerged; “sparing investors”, “reserved professionals”, “relational enthusiasts”, and “supportive ambitious” and in terms of interpersonal goals, professional expectancies and values, burnout, career satisfaction and career aspirations. Few quantitative differences were observed between profiles in terms of ethical decision-making, yet thematic analysis highlighted contextual considerations and protective behaviours as key considerations of early career teachers. Study D explored current and prospective social networking behaviour and found both preservice and early career teachers were highly engaged with SNS, with preservice teachers reporting greater usage. Almost half of participants in both the preservice and early career samples reported negative experiences as a result of online social networking such as bullying or workplace issues. In relation to connecting with students, early career teachers were more likely to accept a friend request from a past student than preservice teachers. Taken together, these studies explore individual differences in teacher-student boundaries as they are perceived by preservice and early career teachers in Victoria. The PIBS is presented as a valid contemporary measure of perceptions towards teacher-student interactions, and differences of experience and culture considered. Implications of the findings are considered in relation to teacher selection processes, the ethics curriculum in teacher education, and regulation of the teaching profession in Australia.

This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior. Keywords: digital storytelling tool, natural sciences didactics, technology education didactics, pre-service teachers’ digital age, pre-service teachers’ status, TAM model.

We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.

Todays’ teacher education needs to provide pre-service teachers with readiness to integrate ICT in education. Teacher educators are expected to serve as role models for pre-service teachers, providing them with examples and meaningful experiences of learning with ICT. The aim of this study is to provide an insight into teacher educators’ and pre-service teachers’ confidence toward using ICT in education. In this study, both groups assessed their Technological Pedagogical Knowledge (TPK). The aim was to study the possible differences between teacher educators’ and pre-service teachers’ TPK assessments, and based on their assessments, to provide insights into teacher educators’ readiness to act as role models for pre-service teachers. The participants of the study were 123 pre-service teachers and 83 teacher educators. The results indicate that the assessments of teacher educators were higher than pre-service teachers’ assessments at the sample level. The results also indicate that pre-service teachers and teacher educators can both be divided into two aligning sub-groups, with higher and lower assessments. However, the comparison of these sub-groups showed that the assessments of the pre-service teachers in the higher sub-group were higher than with the assessments of the teacher educators in the lower (modest) sub-group. This study provides evidence for variation among teacher educators and pre-service teachers in terms of their TPK. This implies a need for more tailored ways to develop TPK in teacher education.

This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N = 95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.

As many EFL countries introduce digital textbooks and AI-based language education, the importance of enhancing pre-service language teachers’ Technological Pedagogical Content Knowledge (TPACK) in language teacher education is increasingly being emphasized. This qualitative case study examined how 13 pre-service English teachers applied various elements of TPACK through their participation in a chatbot-integrated course designed to provide hands-on, design-based experience. Analysis of participants' weekly reflection journals revealed their evolving engagement with TPACK elements, Design Knowledge, and contextual considerations. As the semester progressed, the pre-service English teachers demonstrated enhanced TPACK contribution through their growing capacity to integrate technology in language instruction and deeper understanding of pedagogical implications. The preservice teachers were also able to better combine chatbot and language teaching and became more confident in situating themselves as effective English teachers through the course. The study provides a comprehensive TPACK-based framework for language teacher educators to evaluate and develop preservice teachers' technological, pedagogical, and content competencies in technology-enhanced instruction. These findings offer practical implications for language teacher educators seeking to incorporate TPACK-informed approaches in their course design and professional development programs.

The status of geography as a separate school subject in Czechia is being increasingly questioned as pupils’ interest in it is declining. Pre-service teachers (i.e. teacher trainees at universities) are key players in recontextualizing geography education in the future. Therefore, understanding pre-service teachers’ conceptions of geography and its teaching are crucial. This article reports on the results of a survey of Czech secondary pre-service teachers’ conceptions regarding geography and its teaching. Our contribution to the literature extends existing knowledge by using a latent class analysis providing deep insight into the conceptions of geography and its teaching. The survey was conducted among a group of 114 secondary pre-service geography teachers studying at five universities in Czechia. A classification of conceptions of geography and its teaching developed by Simon Catling served as an analytical framework. The findings indicate that a majority of Czech pre-service geography teachers had a descriptive, information-oriented, and non-relational conception of geography and its teaching. The research results showed two homogenous groups of pre-service geography teachers: knowledge-oriented essentialists and learner-centred progressivists. This paper concludes by suggesting implications for pre-service geography teacher education.

Background Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers’ views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers’ prior experiences. Feiman-Nemser (2001) suggested that having preservice teachers examine their beliefs in light of images of good teaching should be one of the central tasks of preservice teacher education. Purpose The study reported in this manuscript was conducted in an effort to document and examine the interplay between novice teachers’ personal theories, their mathematics education coursework, and their field experiences. Research Design Using all four methods of data collection attributed to ethnographic research (Eisenhart, 1988)—artifact collection, participant observation, ethnographic interviewing, and researcher introspection—this interpretivist study (Zeichner & Gore, 1990) attempted to document and examine the learning of seven preservice elementary teachers as reflected in their mathematics methods coursework and subsequent field experiences. Findings This manuscript describes three tasks from the mathematics methods course—critiquing an essay written by a teacher as she reflected on her teaching practice; working one-on-one with a child in mathematics for an extended period of time; and observing an experienced teacher teach an elementary mathematics lesson—that provided preservice elementary school teachers with opportunities to learn and grow as teachers by making their beliefs explicit and then reflecting on their beliefs and linking these beliefs to the practice of teaching mathematics. The tasks described engaged the preservice teachers in examining beliefs critically in relation to visions of good teaching, developing an understanding of learners and learning, and developing the tools and dispositions to study teaching. Conclusions While an analysis of the data showed evidence that the preservice teachers became aware of their beliefs, reflected on their beliefs, and began to change their beliefs, the purpose of this manuscript is not to claim that the teachers changed for the good and that this change was enduring. Rather, the goal is to illuminate the tasks, provide the preservice teachers’ responses and reactions to the tasks, and to argue that these tasks constitute a form of learning to teach mathematics through assisted performance.

This research generally aims to get brief description of teachers’ understanding aboutnstudents and its implication in learning process. Specifically, the purpose of this research are to get description about: 1) teachers understanding about students and its defferences among variables, 2) the implementation of high touch unsure in learning process according to teachers’ and students and defferences among them, 3) the contribution of teachers, understanding about student toward high touch applied in learning process and, the different response between teachers and students about high touch implementation. This research is conducted by descriptive quantitative method. The population is all teachers and students at senior high school in Padang. Samples are taken by using stratified cluster random sampling technique. The percentage, correlation and t test. The results of this research reveal that: 1) everall, teachers understanding is in middle category, so is with the implementation toward learning process, 2) five observable variables about the nature of man are valid and can be used to explain teachers’ understanding about the nature of man as laten variable, and six observable variables about high touch implementation as implication of teachers’ understanding about student in learning process. Therefore, teachers understanding about student has positive and significant correlation with implementation of teachers’ understanding about nature of man toward learning process trough high touch implementation, and 3) teachers’ opinion about high touch implementation as implication of teachers’ understanding toward learning process differ significantly with students’ opinion. In general, teachers’ opinion score is higher compared with student’s opinion score

BackgroundEven though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution.MethodWe adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person’s behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model.ResultsWe were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers’ knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person’s attitude than personal religious faith.ConclusionThe extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education.