Pre-service Teachers Use of Visual Representation

The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of pre-service primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group) were trained in the dynamic geometry based activities and 29 pre-service teachers (physical-drawing group) were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers’ geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers’ spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

Bu çalışmada fen bilimleri dersinde öğrencilere kazandırılması gereken on temel değerden biri olan vatanseverlik değeri seçilmiştir. Bu bağlamda çalışmanın amacı fen bilgisi öğretmen adaylarının vatanseverlik değerinin öğretimine ilişkin görüşlerini ortaya çıkarmak ve bunları değer öğretimi bağlamında incelemektir. Bu çalışmada nitel araştırma yöntemlerinden biri olan bütüncül tek durum deseni kullanılmıştır. Araştırma, 2019-2020 eğitim öğretim yılında Süleyman Demirel Üniversitesi Eğitim Fakültesi'nde öğrenim gören fen bilgisi öğretmen adayları ile gerçekleştirilmiştir. Araştırmadaki tüm veriler, araştırmacı tarafından geliştirilen ve açık uçlu sorulardan oluşan “Yarı Yapılandırılmış Görüşme Formu” ile elde edilmiştir. Araştırmanın güvenirliğini sağlamak için 3 uzman görüşüne başvurulmuştur. Araştırmanın güvenirliği karşılaştırmalarda görüş birliği ve görüş ayrılığı sayıları belirlenerek Miles ve Huberman formülü (Güvenilirlik = anlaşma / anlaşma + katılmama) kullanılarak hesaplanmıştır. Araştırmada verilerin analizinde nitel analiz teknikleri olarak hem betimsel hem de içerik analizi kullanılmıştır. Çalışmada elde edilen bulgulara göre fen bilgisi öğretmen adaylarının çoğu değer öğretimi yaklaşımları (beyin yıkama, değer açıklama, değer analizi, ahlaki ikilem vb.) hakkında fazla bilgiye sahip değiller, vatanseverliği bilinç, sorumluluk, fedakarlık ve Birlik ve beraberlik duygusuyla, vatanseverlik değerine müfredatta yeterince yer verilmediğini düşünmeleri, vatanseverlik değerinin öğretiminde fen bilgisi dersinin etkililiği, bu değerin öğretilmesinde resmi müfredatın dışına çıkılması gerektiği, değerlerin öğretiminde çoğunlukla gezi ve drama gibi yöntemleri kullanacakları konusunda yarı yarıya farklı görüşlere sahip oldukları, değerlerin öğretiminde çoğunlukla film, belgesel gibi materyalleri tercih edecekleri, bilim insanlarının vatanseverlik bağlamında kendi ülkelerine daha çok hizmet etmek isteyecekleri ve öğretmen adaylarının çoğunun vatanseverlik değerini öğretmeye yönelik inançlarının yüksek olduğu söylenebilir. Bu araştırma sonucunda fen bilgisi öğretmen adaylarının vatanseverlik değerini etkili bir şekilde öğretebilmeleri için,

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.

The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.

The purpose of this study is to determine the effect of the power sources used by lecturers in class management on pre-service teachers’ perceptions of fairness regarding their learning environment. The sample of the study, which was designed in the correlational survey model, consists of 455 pre-service teachers studying at Mugla Sitki Kocman University. The data were collected through the application of the ‘Fair Learning Environment Scale’ and the ‘Lecturers’ Power Sources Scale’. In the analysis of the data, descriptive statistics, t -test, ANOVA and multiple regression analysis was used. Based on the findings, it was seen that pre-service teachers perceive their learning environment as a medium level of fair in general and they think the lecturers use legitimate power the most. Pre-service teachers’ opinions regarding their fair learning environments and the power sources used by their lecturers do not significantly differ according to gender variable but they do differ according to class and department variables. The power sources used by lecturers explain 57% of the total variance of the respectful partnership dimension and 46% of the total variance of the systemic fairness dimension of the fair learning environment. The use of personal power and information power by the lecturers leads to an increase in pre-service teachers’ perceptions of fairness and the use of coercive power leads their fairness expectations to decrease.

Values are the building blocks of a society; they create societies and contain their characteristics. Accordingly, the teaching of values is very important for a society. The role of teachers in the teaching of values is large. In the 2019 curriculum for Turkish language classes, such values are also referred to as ten root values. Therefore, it is necessary for teachers and pre-service teachers to know the ten root values in the Turkish language teaching programme in terms of teaching values. In this study, the views of pre-service Turkish teachers and pre-service classroom teachers on root values were analysed. The study group consisted of a total of 60 pre-service teachers from Turkish education (30) and classroom education (30) programmes who were studying at a public university in the second semester of the 2021-2022 academic year. A semi-structured interview form consisting of five open-ended questions was administered to these pre-service teachers and the obtained data were analysed with content analysis. When the results of the research were evaluated, it was concluded that pre-service Turkish and classroom education teachers considered values to be basic elements. Pre-service teachers described the role of values in education as supportive, while pre-service Turkish teachers also described the concept as necessary and pre-service classroom teachers described it as a way of raising useful individuals. It was concluded that both groups viewed root values as the values people should have, and the values they viewed as priorities were love and justice. Both groups suggested that empathy be added to the root values. Despite some differences, Turkish and classroom education pre-service teachers generally shared the same views on values and root values.

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.

Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. “Maslach Burnout Inventory-Student Form”, “Faculty Life Quality Scale” and “Occupational Anxiety Scale for Pre-Service Teachers” were used in the collection of the research data. The information on the demographic features of the participants was collected as gender, age, branch and division. Arithmetic mean and T-test were used in the analysis of the data. In the research, it was seen that the burnout levels of pre-service teachers are at moderate level, and they are centred the dimension of feeling competent. It was found that occupational anxiety is centred in appointment related anxiety. It was seen that the level of satisfaction on the quality of faculty life is at a moderate level and it is centred on the dimension of satisfaction with the teaching staff. It was found that the faculty life quality satisfaction levels of female pre-service teachers are higher than male pre-service teachers. On the other hand, the burnout and occupational anxiety levels of female pre-service teachers were found significantly higher than male pre-service teachers.

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 aim of this study is to examine the quality of the written argument of pre-service science teachers on certain socio-scientific issues and their opinions about the process. The study group consisted of 26 pre-service science teachers (18 females, 8 males) studying in the 3rd grade of a state university designated with respect to the purposeful sampling method of the study group. In the study, a case study pattern is adopted from qualitative research designs. The data source of the study consisted of sugar loading in pregnancy, raw / loose milk and processed / pasteurized milk, written arguments for the SSI of the nuclear power plant, pre-service science teachers' journals, researcher notes and semi-structured focus group interviews. The data obtained in the study were analysed according to descriptive and content analysis techniques. At the end of the research, it was determined that the quality of argument increased positively during the implementation when the written arguments of pre-service science teachers were examined after class discussion. In the evaluation of the research process, it was determined that pre-service teachers' awareness of the SSI and the YouTube supported classroom discussion process contributed positively to life skills and science process skills such as decision making, hypothesis building, discussion, analytical thinking.

The aim of this study is to discuss the conceptual dimensions of pre-service mathematics teachers' approaches to the basic concepts and operations of mathematics. 25 pre-service mathematics teachers in the first semester of the 2022-2023 academic year, who were educated at a state university, participated in the research. Four open-ended questions about the basic concepts of mathematics were asked to pre-service mathematics teachers and their written opinions were received. Content and descriptive analysis were applied to the responses. As a result of the analyzes, pre-service teachers did not approach these questions in the context of conceptual knowledge, but generally gave the answers in the context of procedural knowledge. Pre-service mathematics teachers used reflective thinking, which they used to compare the procedural knowledge processes they gained in the formal education process with the previous solutions, in these question solutions as well.

This was descriptive research aiming at providing a general description of primary school pre-service teachers’ technology self-efficacy in creating e-learning content using CourseLab 2.4. The main instrument of this research was a self-report questionnaire consisting of both scaled and free-response items. The questionnaire was distributed to 46 sophomores of Primary School Teacher Education Program of Sanata Dharma University taking Media Pembelajaran Berbasis ICT (MPB ICT) course as one of their compulsory courses. The analysis of the data gathered from the questionnaire responses showed that 58.7% of the primary school pre-service teachers of Sanata Dharma University had ‘average’ technology self-efficacy in creating e-learning content using CourseLab 2.4 while only 41.3% having ‘high’ self-efficacy in using the same software. The average technology self-efficacy was attributed to their unfamiliarity to the authoring software and their limited experience in course content development as well as in coding in general. The student teachers, however, credited the software for providing them with tools and machinery to create their own tests or quizzes for any learning materials they had previously created.Keywords: Pre-service teachers, primary school, self-efficacy, CourseLab 2.4

A formação do professor ocorre no fluxo de interações entre os seres humanos em congruência com o meio (constituído no ECODI). Assim, no processo de ensino-aprendizagem consideramos: a ontogenia dos seres humanos, a dinâmica de relações nos sistemas sociais, a congruência entre seres humanos e tecnologias digitais (TD), a prática pedagógica utilizada na docência e a mediação pedagógica estabelecida no processo. Na formação, os professores representam sua percepção (por meio de relações de aceitação, legitimação e respeito mútuo) instauram as perturbações nos sistemas sociais autopoiéticos, compensam as perturbações em congruência com o meio e estabelecem diferentes acoplamentos estruturais. A reflexão da problemática ocorreu no decorrer de cursos de formação inicial do professor, no contexto do ECODI - hibridismo tecnológico digital composto pelas TD: Ambiente Virtual de Aprendizagem (AVA); Comunicador Instantâneo; Blog e Metaverso. Os dados empíricos, utilizados para refletir sobre os domínios de acoplamento estrutural, resultaram do processo de interação dos cursos de formação inicial, desenvolvidos no Brasil e na França, e foram submetidos a metodologia de análise de conteúdo. A análise dos dados possibilitou identificar, nos cursos desenvolvidos no contexto do hibridismo tecnológico digital, acoplamentos estruturais de três domínios: acoplamento estrutural, acoplamento estrutural tecnológico e acoplamento estrutural de natureza digital virtual. Neste contexto, foi possível ampliar as reflexões sobre as práticas pedagógicas desenvolvidas no Ensino Superior, por meio de TD; identificar a ação docente que se estabelece na mediação pedagógica; e a proposição de cursos que possam representar uma inovação no processo de ensino-aprendizagem.

This study investigated pre-service and in-service English teachers’ efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers’ views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in ‘using visual materials’, ‘giving simple instructions’, and ‘using gestures, facial expressions and body language effectively’, they reported feeling least efficacious in ‘using mainly kinaesthetic activities’, ‘managing class time effectively’, and ‘knowing how each language skill can be developed’. Pre-service teachers agreed that the ‘teaching practicum’ was the most ineffective aspect of the programme, followed by ‘lack of practice-based courses’, ‘inadequate number of teaching English to young learners courses’, and ‘language courses’. In-service teachers reported having problems because of ‘limited class hours’, ‘poor textbooks’, ‘lack of technological resources’, ‘lack of learner preparedness’, ‘lack of learner motivation’, and ‘large classes’. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools

Teachers’ teaching-learning conceptions and sense of selfefficacy are important constructs that can affect each other and directly influence the effectiveness of teaching. This study investigates the relationship between teachinglearning conceptions and sense of self-efficacy of preservice EFL teachers using a mixed-method research design. The quantitative data were collected from 374 4th grader pre-service teachers who were studying ELT in state universities. This study used the Turkish versions of the Teaching and Learning Conceptions Questionnaire and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 42 pre-service teachers who consented to respond. Descriptive statistical techniques and content analysis were used for the data analysis. The study found that teachers adopted a constructivist conception more than a traditional one. The results also suggest that the pre-service teachers have high level of self-efficacy beliefs. The results showed that preservice teachers' teaching-learning conceptions and sense of self-efficacy were related. High and positive correlations were found between their constructivist conception and efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management. The preservice teachers felt efficacious in instructional strategies, student involvement, and classroom management. Their traditional conception is negatively correlated to their efficacy for student engagement.Taking the results into consideration, implications and suggestions were formulated for the main stakeholders of language teacher education.