Teachers' Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes

The Investigation of Self-efficacy of Pre-service Science Teachers and Pre-service Physics Teachers towards Web Pedagogical Content Knowledge Regarding Internet Use Habits

Pre-service physics teachers (PSPTs) should have an established argumentation skill, a recognized skill in 21st-century education, to support learning. In line with this, the study explored the argumentation skills of PSPTs using an argumentation framework, Toulmin’s argument pattern (TAP), to provide a clear view of the argumentation skills of the 39 PSPTs who were involved in a four-meeting science, technology, engineering, and mathematics (STEM) project. The study employed a mixed method research design in which the quantitative portion investigated the categories of TAP aspects, and the qualitative portion focused on exploring the argumentation patterns of the PSPTs. The data for this study was derived from the STEM project worksheets answered by the pre-service teachers. Quantitative analysis revealed PSPTs' argumentation aspect to be high regarding the claim aspect (97.44%) and data aspect (94.87%). Meanwhile, the warrant aspect (53.85%) is moderate, backing (20.51%) is low, and the rebuttal aspect (2.56%) is deficient. On the other hand, the qualitative analysis showed that PSPTs make four argumentation patterns: claim data (C-D); claim, data warrant (C-D-W); claim, data, warrant, backing (C-D-W-B); and claim, data, rebuttal (C-D-R). Considering TAP, quantitative and qualitative findings imply that PSPTs' argumentation skills still need to be developed, particularly on low-level aspects and in constructing a solid argument following the claim, data, warrant, backing, and rebuttal pattern

ABSTRACTEstablishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students’ thinking; however, research is needed to investigate whether and how an LP can be used to support preservice teachers’ interpretations. This article reports a study of two pairs of preservice physics teachers (PSPTs) working with video-based evidence of student thinking with and without an LP for force and motion. The PSPTs’ discussions were video-recorded and investigated in terms of PSPTs’ interpretations of student thinking: how they analyzed evidence of student thinking and identified implications for future learning. The PSPTs used the LP to focus attention on relevant aspects of student thinking and to begin to think about implications for student learning in a more step-like fashion, but did not use the LP to make sense of confusing student thinking or to draw specific implications for future learning. Recommendations for use of LPs in preservice teacher education are discussed.

Understanding the atom gives the opportunity to both understand and conceptually unify the various domains of science, such as physics, chemistry, biology, astronomy and geology. Among these disciplines, physics teachers are expected to be particularly well educated in this topic. It is important that pre-service physics teachers know what sort of theories regarding the atom they will bring into their own classrooms. Six tasks were developed, comprising size, visibility and structure of the atom. These tasks carried out by pre-service physics teachers were examined by content analysis and six categories were determined. These are size, visibility, subatomic particles, atom models, electron orbit and electron features. Pre-service physics teachers' ideas about the atom were clarified under these categories.

Teachers' diagnostic competence is fundamental for supporting students' individual learning processes and must be fostered in teacher education. Following a design-based research approach, a learning environment is developed focusing on preservice physics teachers' diagnostic competence in diagnosing students' conceptions. A core element of the learning environment are video vignettes of high school students solving tasks on mechanics. The learning arrangement was implemented in a bachelor's level physics didactics course. We aimed to identify supportive and obstructive elements for the preservice teachers' learning processes when training with the video vignettes to inform the redesign of the learning environment. The working phases centred around the training video vignettes were videotaped and data of four groups of preservice teachers was analysed with thick description. We reconstructed preservice teachers' intentions of action to gather a deeper understanding of supportive and obstructive elements. Among other findings, results show that preservice teachers' gaps in content knowledge highly influence the training situation.

Science teachers have to master representational to communicate and be aware of the students’ difficulties in understanding science concepts. This study aims to determine representational fluency as part of science communication skills in pre-service physics teachers. This study uses descriptive analysis techniques based on the percentage. The research subjects are 50 pre-service physics teachers aged between 19 and 22 years. This study was conducted at the Study Program of Physics Education of a college in Maluku. How fluent is a pre-service physics teacher in representing the concept of electrostatic was measured using 15 valid and reliable representational fluency multiple choice test that includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. The findings of the present study indicate that although students had started to learn concepts of electrostatic their representational fluency is still low. The preservice teachers’ rate of giving correct answers to the test items varies between 8% and 48%. The mean score of the pre-service teachers was found to be 4.06. Keywords: representational fluency, electrostatic

This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were in a good category, and 23% were in the very good category. Pre-service physics teachers had the lowest ability in determining other factors that influence teaching concepts, and the highest ability in determining important science concepts in the material to be taught. This research implies that remediation is needed to improve physics pre-service teachers' Pedagogical Content knowledge capabilities, which can be applied in the Plan of Learning course

This study aimed to develop and validate an instructional model integrating a flipped classroom and collaborative learning approaches to enhance instructional design skills of Chinese pre-service physics teachers. Before developing the model, structured questionnaires and semi-structured interviews were used to collect data from teachers’ and pre-service physics teachers’ perspectives on classroom management to enhancing instructional design skill. Results indicated strong awareness of instructional design and appreciation for digital tools and feedback, but revealed weaknesses in pre-class preparation, collaboration, and classroom engagement. Developing instructional model components consisted of six key aspects include generating model principles, defining learning objectives, designing learning steps, examining the roles of teachers and students, and developing assessment methods to evaluate learning. The instructional model was validate by five experts using standardized rating forms, yielding high average scores (4.00–5.00) and strong reliability (ICC = 0.79–0.87), confirming its theoretical soundness and contextual relevance. Lesson plans were designed to structure and guide instruction, aligning with the instructional model’s principles and learning steps. Seven lesson plans received the average appropriateness score 4.20–5.00 with good consistency (ICC = 0.76), demonstrating strong alignment and feasibility. After complete experts’ validation, the lesson plans were piloted with 40 students. The pilot phase showed high actively engagement that suggests the model are feasible and acceptable to participants. This is a positive indicator for the implementation phase. The study offers a practical and scalable framework for instructional design training in teacher education.

Establishing the connection between the scientific experiment and theory may pose quite a challenge for learners. Analyzing and interpreting data, they collect in the experiments, helps to bridge the gap between the experiment's results and the theoretical world. The present research examines the barriers pre-service physics teachers confront with when dealing with data analysis tasks in the introductory physics laboratory. Identifying pre-service physics teachers' misconceptions is very important because the future teachers can transfer them to their students. The novelty of this research is not only in identifying the physics teacher's trainee's misconceptions analyzing data in the introductory physics laboratory, but also in explaining the reasons for them. 25 pre-service physics teachers who had undergone several laboratory courses participated in this study. For examining their knowledge level and identifying their difficulties in data analysis, the Laboratory Data Analysis Instrument (LDAI) was used. The results revealed that the participants evidenced a sixty-nine percent overall average of correct answers. The various misconceptions the pre-service physics teachers encountered in each of the instrument objectives are identified and discussed. Dealing with multiple representations and the use of intuitive rules can explain some of the difficulties. The identification of the data analysis difficulties can be employed by educators attempting to construct more efficient learning environments.

Pre-service teachers' low physics teaching skills indicate a persistent gap between the demands of professional teaching standards and actual teaching readiness. This research aimed to investigate the effectiveness of integrated e-modules combining cooperative learning and videos in enhancing physics teaching skills of pre-service teachers. The research design employed was a quasi-experimental design involving two groups with a pretest–posttest structure. A total of 42 pre-service physics teachers were selected using purposive sampling and equally assigned to experimental and control groups. The experimental group received instruction through integrated e-modules, while the control group followed conventional learning. Teaching skill data were collected using a performance assessment sheet and analyzed using the Wilcoxon test for within-group improvement and the Mann–Whitney test for between-group comparisons. The results of the Wilcoxon test (p < 0.05) showed an improvement in teaching skills in both groups. However, the Mann–Whitney test (p < 0.05) revealed a significantly greater improvement in the experimental group. These findings suggest that the integrated e-modules combining cooperative learning and videos are more effective than conventional learning, with an effect size of 2.33, categorized as very large. Therefore, the integrated e-modules combining cooperative learning and videos are recommended for instructors to optimize pedagogical training for pre-service teachers. This study was limited to pre-service physics teachers. Future research should include other science disciplines and explore additional factors such as students’ psychological characteristics and the integration of other innovative technologies.

Pre-service teachers develop belief systems about teaching, learning, and self-regulated learning (SRL) that are often shaped by their own schooling experiences, which typically promote traditional teacher-centered views. During teacher education, they are introduced to student-centered approaches aligned with SRL, but these new beliefs often coexist with prior conceptions, resulting in internal inconsistencies. This study examined pre-service teachers' beliefs about learning, teaching, and SRL, and evaluated whether specific instructional techniques-refutational texts and instructional analogies-could reduce conflicting beliefs. One hundred and sixty pre-service teachers completed a pretest-posttest questionnaire measuring their beliefs. Participants were randomly assigned to read one of four instructional texts about SRL-based teaching: explanatory or refutational, with or without analogies. Prior to the intervention, participants showed mixed and often conflicting beliefs about SRL. After the intervention, the refutational text combined with analogy proved most effective in reducing belief inconsistencies. These findings suggest that targeted instructional materials can support belief change by explicitly addressing and challenging prior misconceptions, thereby facilitating the adoption of coherent, student-centered perspectives aligned with SRL.

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates.

The purpose of this research is to develop and evaluate an integrative approach for practicing skills on laboratory applications of pre-service teachers in the context of the courses “secondary physics experiment design” (SPED) and “school experience” (SE). Research was implemented based on developer action research with the 20 physics pre-service teachers who were studying 5th grade in the 2015–2016 and 2016–2017 academic years’ spring semesters at KTÜ Fatih Faculty of Education Department of Mathematics and Science Education. Physics pre-service teachers were provided with micro-teaching practices for laboratory applications in the course of SPED in the faculty and SE in the application schools. At the end of the SE process, it was concluded that the activities carried out within the scope of the research before and after the application contributed significantly to the development of the pre-service teachers’ practicing skills in the physics laboratory applications.

The teacher’s ability to develop multimedia is one of the supporting factors in communicating physics learning. Besides that, another requirement for a teacher is to introduce the concept of SDGs to students to prepare generations to achieve sustainable development goals for a better future. Therefore, this study aimed to analyze the abilities of pre-service physics teachers in developing SDGs-oriented multimedia. This study is descriptive research on the pre-service physics teacher who joined multimedia lectures in the Physics Education study program at one of the state universities in Surabaya, Indonesia. Data was collected through interviews and using product assessment sheets, then analyzed descriptively. Based on the results of data analysis, of the six indicators of the ability to develop multimedia, only two indicators were in the high category, namely the ability to edit videos and Accurate presentation of SDG content, and one indicator in a low category was ability to present animations, while the others three in the medium category. Therefore, it can be concluded that preservice physics teachers’ ability to develop SDGs-oriented multimedia is in the medium category.

This study explores the impact of generative artificial intelligence (GenAI) tools and microlearning strategies on the professional development of pre-service language teachers in Hong Kong. Grounded in self-regulated learning (SRL) and self-directed professional development (SP-PD), the research explores how teachers develop technological and pedagogical competencies through flexible, informal learning. Through semi-structured interviews with 14 pre-service teachers, the study identifies four key themes: navigating GenAI with curiosity, microlearning as a practical scaffold, integrating SRL strategies, and reimagining teacher identity and agency. The findings reveal that participants valued the accessibility and responsiveness of GenAI and microlearning but faced cognitive and emotional challenges, particularly without institutional support. Notably, GenAI tools functioned not only as instructional aids but also as co-regulators of learning, facilitating goal-setting, feedback, and reflection. By positioning GenAI as an active agent in teacher learning, this study contributes to the field and advocates for integrating AI literacy, SRL, and ethical frameworks into teacher education. The study proposes reimagining professional development to strike a balance between autonomy and support and between innovation and pedagogical integrity in AI-enhanced educational contexts.