Journal articles: 'Pre-service'

1

Bran, Camelia Nadia. "IN-SERVICE AND PRE-SERVICE TEACHERS’ PERCEPTION ON CYBERBULLING." Journal Plus Education 19, no. 1/2018 (2017): 238–48. http://dx.doi.org/10.24250/jpe/1/2018/cnb.

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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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Karakaya, Ferhat, Sakine Serap Avgin, and Mehmet Yilmaz. "Environmental Literacy Dimensions of Pre-Service Teachers." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 95–108. http://dx.doi.org/10.22521/unibulletin.2017.61.8.

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TUNCA, Nihal. "Pre-service Teachers’ Awareness of Child Abuse." Journal of Educational Sciences Research 5, no. 2 (October 15, 2015): 97–118. http://dx.doi.org/10.12973/jesr.2015.52.6.

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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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Akgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (March 30, 2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.

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Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.

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CAN, Şendil, and Güliz KAYMAKCI. "Pre-Service Science Teachers’ Awareness of Technological Terms." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.9.

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Napanoy, Jay B., Glen C. Gayagay, and Jennifer Ruth C. Tuazon. "Difficulties Encountered by Pre-service Teachers: Basis of a Pre-service Training Program." Universal Journal of Educational Research 9, no. 2 (February 2021): 342–49. http://dx.doi.org/10.13189/ujer.2021.090210.

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yavuz, Fatih. "Pre-service teachers’ perceptions on foreign language teaching issues." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 55–60. http://dx.doi.org/10.18844/prosoc.v4i1.2052.

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Akinmulegun, Taye Emmaneul, and Naciye Kunt. "Pre-service EFL teachers’ expression of uneasiness and anxiet." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 35–42. http://dx.doi.org/10.18844/prosoc.v4i4.2592.

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James, Merlin Mary. "Skill Building in Nursing Students during Pre-service Training." International Journal of Nursing & Midwifery Research 04, no. 04 (February 2, 2018): 57–59. http://dx.doi.org/10.24321/2455.9318.201745.

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Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.

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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels. Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used. Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels. Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

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Hildenbrand, Susan M., and Susan M. Schultz. "Implementing Service Learning in Pre-Service Teacher Coursework." Journal of Experiential Education 38, no. 3 (February 25, 2015): 262–79. http://dx.doi.org/10.1177/1053825915571748.

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Fukkink, Ruben, Katrien Helmerhorst, Mirjam Gevers Deynoot-Schaub, and Rosanne Sluiter. "Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development." Early Childhood Education Journal 47, no. 4 (February 12, 2019): 497–507. http://dx.doi.org/10.1007/s10643-019-00928-6.

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Skela, Janez. "Training Pre-Service Language Teachers." ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 157–70. http://dx.doi.org/10.4312/elope.1.1-2.157-170.

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This article considers some ways of tackling input in pre-service teacher training. First, it highlights the context and structure of a pre-service course currently provided by the Faculty of Arts, University of Ljubljana, Slovenia. Then it goes on to describe the process of designing a syllabus for the course capitalizing on its methodology component which draws on a wide range of current reflection-oriented models and approaches to teacher training. From these models, a teacher-training activities ‘generator’ is derived, which allows for the formation of many teacher-training procedures. It is argued that such methodology, besides giving trainees the opportunity to examine their attitudes, beliefs and assumptions, also echoes classroom practice.

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18

Hayes, Michael T., Donna Grace, and Neil Pateman. "Reconfiguring the Pre-service Curriculum." Inquiry: Critical Thinking Across the Disciplines 18, no. 2 (1998): 65–77. http://dx.doi.org/10.5840/inquiryctnews19981823.

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Sokolová, Lenka, and Viera Andreánska. "PRE-SERVICE TEACHERS' AMBIGUITY TOLERANCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 610. http://dx.doi.org/10.17770/sie2019vol2.3676.

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Teachers encounter many ambiguous situations in their every-day practice. They have to deal with pupils with various disabilities, personality and background diversity. The aim of this study is to examine pre-service teachers' ambiguity tolerance and perceived knowledge and skills for work with various types of diversity in the classroom. Pre-service teachers (N = 176) self-assessed their knowledge and teaching skills for 20 different types of children with special educational and social needs. The Multiple Stimulus Types Ambiguity Tolerance Scale-II was used to assess their ambiguity tolerance. Pre-service teachers' ambiguity tolerance appeared to be moderate. There was no significant difference across years of study and only weak or slight relationship between ambiguity tolerance and self-reported inclusive competences.

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Ames, Colton T. "Pre-service teachers and religion." Social Studies Research and Practice 14, no. 2 (September 9, 2019): 192–200. http://dx.doi.org/10.1108/ssrp-05-2019-0030.

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Purpose The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust discussions of religion and its implications for equity and justice in K-12 classrooms. Design/methodology/approach This piece was adapted from the religion unit that the author designed for the multicultural education course, and is the combination of the author’s expertise in religious studies, and curriculum and instruction. Findings As a practice piece, this paper is meant to start discussions and reflections for teacher educators as to how we can better address religion when discussing multicultural education, and the implications of equity, diversity and social justice in the classroom. Originality/value The author hopes that this piece will contribute to a growing field of literature on how to foster discussions of religion in teacher education and K-12 classrooms. As a former religious studies educator, the author hopes to offer a perspective that combines the fields of curriculum and religious studies to create a more robust relationship that will foster democratic and civic engagement.

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Şahin Sak, İkbal Tuba. "School readiness: the views of pre-service preschool teachers and pre-service primary teachers." Early Child Development and Care 186, no. 4 (May 21, 2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.

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Cigdem, Kilicc. "Lifelong learning perceptions of pre-school pre-service teachers." Educational Research and Reviews 9, no. 19 (October 10, 2014): 780–85. http://dx.doi.org/10.5897/err2014.1879.

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Dilna, Dr Sema G. "Pre-Service Teachers of Higher Education Institutions of Maguindanao Province." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 6 (June 2016): 627–33. http://dx.doi.org/10.21276/sjahss.2016.4.6.2.

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BASER, ENIS HARUN. "Investigating Pre-service Social Studies Teachers’ Global Social Responsibility Level." EDUCATIONAL PROCESS: INTERNATIONAL JOURNAL 4, no. 1-2 (November 15, 2015): 45–55. http://dx.doi.org/10.12973/edupij.2015.412.4.

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Doruk, Muhammet, and Alper Çiltaş. "Pre-Service Mathematics Teachers’ Concept Definitions and Examples Regarding Sets." International Journal of Psychology and Educational Studies 7, no. 2 (May 2, 2020): 21–36. http://dx.doi.org/10.17220/ijpes.2020.02.003.

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Simic, Natasa. "Professional concerns of pre-service and in-service teachers." Psiholoska istrazivanja 18, no. 1 (2015): 47–62. http://dx.doi.org/10.5937/psistra1501047s.

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Sajinčič, Nežka, Anna Sandak, and Andreja Istenič. "Pre-Service and In-Service Teachers’ Views on Gamification." International Journal of Emerging Technologies in Learning (iJET) 17, no. 03 (February 18, 2022): 83–103. http://dx.doi.org/10.3991/ijet.v17i03.26761.

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Despite the popularity of gamification among academics due to its propensity to promote student motivation, engagement, and behavioral change, its use in formal education is still limited. We reached out to educators at all levels to examine their experience, attitude, familiarity with gamified teaching, and their personality, to see if teachers’ personal characteristics are related to the intention of implementing gamified teaching. 118 in-service and 102 pre-service teachers completed the BFI-S and the questionnaire developed for the study. Teachers predominantly assumed that gamification represents game-based learning, and more than half reported using some game elements in at least one of their lectures. While in general participants were welcoming towards gamified teaching, experienced teachers had a more positive attitude toward gamification compared to pre-service teachers. Attitude was a mediator between the intention to use and a presumption that gamification means using educational games, experience with gamification, and openness. In addition, past use significantly predicted intention to use even when accounting for attitude. Both in-service and pre-service teachers expressed a wish to learn more about gamification. The study identified another gap between theory and practice, showing a need for teachers to be informed more regularly about the latest pedagogical strategies and approaches.

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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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Bush, Tony. "Mentoring for Principals: Pre-Service and In-Service Models." Singapore Journal of Education 15, no. 1 (January 1995): 1–13. http://dx.doi.org/10.1080/02188799508548597.

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Lacruz-Pérez, Irene, Pilar Sanz-Cervera, Gemma Pastor-Cerezuela, and Raúl Tárraga-Mínguez. "Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as." Revista Fuentes 1, no. 23 (2021): 53–63. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12291.

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One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.

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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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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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Idowu, Oludipe Daniel. "Nigerian Pre-Service Teachers’ Science Anxiety." Creative Education 04, no. 05 (2013): 304–6. http://dx.doi.org/10.4236/ce.2013.45045.

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Markopoulos, Christos, Marilyn Chaseling, Κoralia Petta, Warren Lake, and William Boyd. "Pre-Service Teachers’ 3D Visualization Strategies." Creative Education 06, no. 10 (2015): 1053–59. http://dx.doi.org/10.4236/ce.2015.610104.

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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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Daher, Wajeeh, and Juhaina Shahbari. "Pre-service teachers’ mathematical models' features." European Journal of Science and Mathematics Education 4, no. 4 (October 15, 2016): 523–33. http://dx.doi.org/10.30935/scimath/9491.

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Budak, Kimberly Sirin, and Zeynep Akcay Ozkan. "Pre-Service Teachers’ Understanding of Continuity." International Electronic Journal of Mathematics Education 17, no. 2 (February 2, 2022): em0674. http://dx.doi.org/10.29333/iejme/11669.

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Tercanlioglu, Leyla. "Pre-Service EFL Teachers' Resource Management." i-manager's Journal on School Educational Technology 1, no. 1 (August 15, 2005): 48–56. http://dx.doi.org/10.26634/jsch.1.1.938.

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Gonzales, Merlyn G., and Amparo V. Dinagsao. "Collaborative Skills of Pre-Service Teachers." Asia Pacific Journal of Social and Behavioral Sciences 17 (January 1, 2021): 1–6. http://dx.doi.org/10.57200/apjsbs.v17i2599-4891.221.

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This paper analyzed students’ perception of collaborative skills. Students were askedwhich areas on collaborative skills they needed improvement on and the challenges theyhad experienced in working with others. One hundred forty-seven first year studentsfrom the pre-service teachers’ program with majors in mathematics and physical scienceswere selected as the participants of the study using the purposive sampling method. Aquestionnaire was used for data collection. This study applied the descriptive researchdesign.Results of the study indicated that students developed some aspects of collaborationbut there was an area needing enhancement. The collaboration skills developed amongstudents were being sensitive in taking opinions from others, working in a positiveenvironment, giving positive to one another in order to improve as a group, acknowledgingthe works of others with compliments’, and understanding other’s point of view. The areaneeding improvement were on communication and interaction skills in order to motivateother members to share their thoughts and ideas.

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Fitrianti, Y., D. Suryadi, and Kusnandi. "Pre-Service Mathematics Teachers Divisibility Construction." Journal of Physics: Conference Series 1315 (October 2019): 012045. http://dx.doi.org/10.1088/1742-6596/1315/1/012045.

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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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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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GÜNER, NECDET. "PRE-SERVICE TEACHERS’ METAPHORS ABOUT MATHEMATICS." E-Journal of New World Sciences Academy 8, no. 4 (October 30, 2013): 428–40. http://dx.doi.org/10.12739/nwsa.2013.8.4.1c0597.

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Mehmet, Ali Akın. "The pre-service teachers value orientations." Educational Research and Reviews 13, no. 6 (March 23, 2018): 173–87. http://dx.doi.org/10.5897/err2017.3421.

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OH, DEBORAH M., SIMEON SLOVACEK, SUSAN TUCKER, and ANN HAFNER. "Assessment Outcomes of Pre-service Teachers." Assessment & Evaluation in Higher Education 28, no. 3 (June 2003): 279–95. http://dx.doi.org/10.1080/0260293032000059630.

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Lipovec, Alenka, and Darja Antolin. "Slovenian pre-service teachers' prototype biography." Teaching in Higher Education 19, no. 2 (September 17, 2013): 183–93. http://dx.doi.org/10.1080/13562517.2013.836090.

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Kolawole AKINSOLA, Mojeed. "Assessing Pre-Service Teachers Teaching Anxiety." American Journal of Educational Research 2, no. 12A (November 20, 2014): 41–44. http://dx.doi.org/10.12691/education-2-12a-7.

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Nichols, Susan K. "Museums, Universities & Pre-Service Teachers." Journal of Museum Education 39, no. 1 (March 2014): 3–9. http://dx.doi.org/10.1080/10598650.2014.11510790.

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Haser, Çiğdem, and Oğuzhan Doğan. "Pre-service mathematics teachers’ belief systems." Journal of Education for Teaching 38, no. 3 (April 18, 2012): 261–74. http://dx.doi.org/10.1080/02607476.2012.668336.

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Le Cornu, Rosie. "Building resilience in pre-service teachers." Teaching and Teacher Education 25, no. 5 (July 2009): 717–23. http://dx.doi.org/10.1016/j.tate.2008.11.016.

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Journal articles on the topic 'Pre-service'

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