가상현실 기반 예비교사 에듀테크 프로그램 개발 및 적용

Many educators suggest that proof is essential for the learning of mathematics and should be placed at the centre of school mathematics. However, research has indicated that many teachers have counterproductive beliefs about proof which limit students’ learning opportunities of proof. A design-based research study was carried out to develop an intervention aiming to promote pre-service teachers’ beliefs about proof and proof teaching. The study involved four research cycles; each cycle consisted of design, implementation, evaluation and revision of the intervention. The intervention evolved over cycles. This paper focuses on the analysis of the fourth research cycle, regarding the conditions for change in pre-service teachers’ beliefs about proof and proof teaching. Twenty-seven Hong Kong pre-service primary and secondary school mathematics teachers participated in the intervention and experienced cognitive conflict, leading to the development of more productive beliefs about proof and proof teaching. Drawing on the analysis of the data from a subset of the participants (n = 12), this paper argues that pre-service teachers must have positive emotions about proof and a sense of practicality as necessary conditions of adopting ideas of implementing proof in their classrooms, suggesting the importance of affective aspects of cognitive conflict in belief change. Implications for initial teacher education are discussed in this article.

The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers' perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms. The study concluded that the experience helped the pre-service teachers gain new knowledge, positive attitudes, and some ideas for their future diverse classrooms. It offered a great opportunity for families to explore how important it is to meet with teachers and it also empowered pre-service teachers with some powerful authentic experiences including meeting the family, sharing their knowledge, exploring their understandings, and discussing and comparing their knowledge with each other.

The purpose of this study was to examine how preservice teachers' learning about learning theories influences their beliefs about learning within the context of an introductory educational psychology course. This study used both quantitative and qualitative research methods to investigate preservice teachers' learning experiences and beliefs about learning. As the findings indicate, preservice teachers had stronger beliefs in constructivism, less strong beliefs in cognitive theory, and the least strong beliefs in behaviorism from the beginning to the end of the semester. In other words, their existing beliefs were more oriented toward a learner-centered versus a teacher-centered perspective. Change in preservice teachers' beliefs about learning requires a catalyst, and this catalyst was not provided by the instructor. These existing beliefs were being reinforced throughout the course because the instructor did not provide any critical examination or questioning of constructivist theory nor provide other obvious benefits to other theories. In the end, this research offers two implications for (a) teaching an effective educational psychology course and (b) learning from this course and research.

The literature highlights the significance of media literacy instruction in pre-service teacher education period, but there are few attempts to develop and implement curricula to this end. This action research study aimed to report the steps to adapt ‘the media literacy skills curriculum design’ for pre-service teachers, which was developed for face-to-face education environments, to an online learning management system in line with emergency remote teaching amid Covid-19 pandemic, and report the results of curriculum evaluation. The study adopted ‘The Curriculum Development through Action Research Model’. The participants were pre-service teachers at an education faculty of a state university in Turkey. The quantitative data were collected through Media Literacy Skills Scale and qualitative data were collected using several forms, rubrics, and reflection tools. The study revealed that the implementation of the media literacy skills curriculum had a strong positive effect on pre-service teachers’ levels of media literacy skills. The study also revealed changes in pre-service teachers’ perceptions of media and media literacy, interactions with media, as well as certain areas for curriculum development in terms of contents, teaching-learning experiences, and assessment components of the curriculum. The study discusses the results and offers implications for media literacy education in pre-service teacher education.

In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers’ misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have similar algebraic misconceptions and attitudes about teaching mathematics with computers. Even though there was no significant difference in algebraic misconceptions and beliefs about integrating computers into teaching mathematics between the participants in computer-assisted instruction and lecturebased instruction, both instructions were effective to increase pre-service teachers’ knowledge of parentheses usage, symbolism, and equality and attitudes of using computer in teaching mathematics in terms of confident and liking. It is recommended that more attention should be paid to teaching and learning algebra with computer-supported instruction in mathematics teacher education programs so that pre-service teachers gain experience in integrating technology into classrooms.

Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach

This article draws on a recently completed study in which preservice teachers identify aspects of their initial teacher education that act as hindrances or aids to developing reflectivity. It articulates the concept that reflection must be seen not as something to be done or acquired but rather as a disposition or way of being. Also identified are key components of preservice teacher education that confront initial reliance on technique and tools and contribute to change from technicist to authentic reflective practice. Preservice teachers' initial and influential beliefs and practices related to teaching are well established in the literature. However, this study clearly indicates that they have equally influential beliefs and practices related to learning and what it means to learn. These beliefs and practices influence the degree to which preservice teachers access desired learning outcomes within coursework and, therefore, the process of becoming reflective.

In a rapidly changing and challenging world, teachers as influential social agents can play an important and promising role to guide through but also bring about positive change to individuals and society as a whole. This potential stresses the importance of professionalization of teachers and the need for elaborate learning settings to equip (future) teachers as psychologically literate and reflective practitioners who systematically reflect and integrate practice and (psychological) theory. As part of the preservice teachers’ psychology curriculum, we implemented a theory–practice learning setting in their educational foundation studies that aims at fostering preservice teachers’ psychological literacy. Specifically, to reflect their own and other's behavior and to apply their psychological knowledge of learning and counseling principles into real-life counseling sessions. This study addresses the didactical concept of teaching psychology to non-psychology students and the results from its evaluation. In a quasi-experimental pre-posttest design with comparison group ( Nintervention = 46; Ncomparison = 102), we analyzed the effects of the seminar on the preservice teachers’ reflexivity, their beliefs about the theory–practice relationship and their agency. Results indicate that beliefs about the theory–practice relationship and the levels of reflection significantly increase through the practice task in the intervention group, but reflexivity and agency does not.

This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.

Beliefs and emotions are intricately connected. This study first investigated changes in pre-service teachers’ emotional intelligence (EI) over three years of initial teacher education. It then examined the relationship between EI and cultural beliefs (i.e., multicultural and egalitarian beliefs), and the stability of these associations across time. The study used data collected from two cohorts in eight Finnish universities using an online survey at the beginning of the first study year (N = 2141) and in the third study year (N = 654). The results suggested that the cohorts differed in the mean scores for managing emotions and using emotions , but there was no meaningful change in any of the ability EI branches over time. Further, the initial positive association between EI and multicultural beliefs had weakened by the third study year. These associations can be explained by the stability the constructs exhibited over time. This study underscores the intentional integration of EI training and culturally responsive pedagogy into teacher education curricula.

Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria

Race-focused teacher education has centered on changing preservice teachers’ racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of “racial noticing,” which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the practice of antiracist teaching more tractable for preservice teachers.

The study was designed to describe changes in preservice teachers’ images and perceptions of teaching and literacy as they engaged in collaborative learning experiences within the college classrooms as peers and in the elementary classrooms working with cooperating teachers and young children. Data were collected from students’ semantic maps of themselves as literacy teachers and accompanying narratives collected at three intervals throughout the course. Descriptive statistics used to analyze the data showed the preservice teachers’ initial images of literacy and literacy teachers and the transformations which took place throughout the semester. Among the findings were changes in their language from general to specific terminology, perceptions of children's influences on literacy teaching, and redefinition of the literacy teacher's role and knowledge base.

본 연구는 사범대학 교사교육자에 의한 실행연구로서 미래수학교사전문성 개발 방안 모색을 목표로 이루어졌다. 이를 위해 본 연구에서는 미래사회의 교육개혁과 교사교육에 대한 관한 문헌 분석을 통해 미래사회의 핵심역량에 해당하는 창의성과 민주적 인성 함양에 기여하는 수학 교과의 측면을 추출하여 “수학과 교재분석 및 지 도법” 강의 내용을 구성하고, 교육개혁의 주체로서 능동적 태도, 인성, 실천적 역량 을 갖춘 교사 양성의 방법론적 패러다임으로서 ABCD 기반 융복합교사교육모델을 도입하여 강의를 설계하였다. 본 논문에서는 개발 강의를 2015학년도 2학기 16주에 걸쳐 실행하는 과정에서 수 집한 실연 평가 자료의 분석을 통해 개발 강의가 예비교사의 수학 수업에 대한 신념 체계를 교재 이론, 교수-학습 이론과 방법, 수학과 교육과정이 지향하는 수학 수업에 대한 비전과 일관된 방향으로 변화하는데 긍정적으로 기여하였음을 보여주었다. 그 러나 담화 역량 개발에 대한 개발강의의 효과는 미미한 것으로 나타나서 담화 역량 에 대한 강의 내용의 보완과 함께 사범대학 교사교육이 현장학교와 연계된 실습 과 정으로 확장될 필요성을 시사한다.