Log in

Relevant bibliographies by topics / Preservice primary / Journal articles

To see the other types of publications on this topic, follow the link: Preservice primary.

Journal articles on the topic 'Preservice primary'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Preservice primary.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Hudson, Peter. "Mentoring Preservice Teachers in Primary Mathematics." International Journal of Learning: Annual Review 16, no. 4 (2009): 119–32. http://dx.doi.org/10.18848/1447-9494/cgp/v16i04/46207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Delice, Ali, Erhan Ertekin, Ersen Yazici, and Emin Aydin. "Preservice primary teachers’ three dimensional thinking skills." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2666–72. http://dx.doi.org/10.1016/j.sbspro.2009.01.471.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Morowski, Deborah Lynn, and Theresa M. McCormick. "Did it count?: Preservice teachers’ reflections on teaching with primary sources." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 280–94. http://dx.doi.org/10.1108/ssrp-05-2017-0020.

Full text

Abstract:

Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges. Findings The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges. Originality/value This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.

APA, Harvard, Vancouver, ISO, and other styles

4

Bakırcı, Hasan, and Dilek Karışan. "Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness." Journal of Education and Training Studies 6, no. 1 (December 13, 2017): 32. http://dx.doi.org/10.11114/jets.v6i1.2807.

Full text

Abstract:

Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers’ and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers’ STEM awareness.

APA, Harvard, Vancouver, ISO, and other styles

5

Simon, Jean. "Interest of Teaching Programming for Primary Preservice Teachers." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 52–68. http://dx.doi.org/10.31578/jebs.v5i1.188.

Full text

Abstract:

In the teachers’ training schools of Reunion Island and Mayotte, we have been training primary pre-service teachers in programming for the past three years. Most trainees have not learned programming before during their school and university curriculum. As a result, this subject is new to them and they find themselves in the situation of their own pupils. This is why we asked them, during their learning, to produce a “feelings” notebook in which they explain their successes, their failures and what it brings to them for understanding their own pupils. We held two types of studies of these documents: quantitative and qualitative. The analysis shows that if on the whole, the group of trainees have globally identified the key aspects of a learning situation, it is not the case for each trainee.

APA, Harvard, Vancouver, ISO, and other styles

6

Hudson, Peter, and Suzanne Hudson. "Mentor Educators’ Understandings of Mentoring Preservice Primary Teachers." International Journal of Learning: Annual Review 17, no. 2 (2010): 157–70. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46894.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.

Full text

Abstract:

The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies. Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education

APA, Harvard, Vancouver, ISO, and other styles

8

KARTAL, Hülya. "Factors Affecting Preservice Primary Teachers’ Attitudes Towards Primary Read and Write Teaching." Kastamonu Eğitim Dergisi 26, no. 2 (March 15, 2018): 509–21. http://dx.doi.org/10.24106/kefdergi.389814.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

McRobbie, Campbell J., Ian S. Ginns, and Sarah J. Stein. "Preservice Primary Teachers' Thinking About Technology and Technology Education." International Journal of Technology and Design Education 10, no. 1 (January 2000): 81–101. http://dx.doi.org/10.1023/a:1008941520152.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lummis, Geoffrey, Graeme Lock, Clare Freeman, and Catherine Anne Ferguson. "Transformational Learning in First-Year Australian Preservice Primary Teacher." Journal of Transformative Education 17, no. 4 (May 28, 2019): 299–317. http://dx.doi.org/10.1177/1541344619849043.

Full text

Abstract:

The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

APA, Harvard, Vancouver, ISO, and other styles

11

Taylor, Merilyn, and Judy Bailey. "Metaphors as boundary objects in preservice primary teacher mathematics education." Curriculum Matters 10 (June 1, 2014): 118–33. http://dx.doi.org/10.18296/cm.0165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Onocha, C. O., and P. N. Okpala. "Reasoning Ability of a Group of Nigerian Preservice Primary Teachers." Journal of Education for Teaching 13, no. 1 (January 1987): 79–80. http://dx.doi.org/10.1080/0260747870130107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Duru, Adem. "Gender-Related Beliefs and Mathematics Performance of Preservice Primary Teachers." School Science and Mathematics 111, no. 4 (March 17, 2011): 178–91. http://dx.doi.org/10.1111/j.1949-8594.2011.00075.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Palmer, David. "Durability of Changes in Self‐efficacy of Preservice Primary Teachers." International Journal of Science Education 28, no. 6 (May 12, 2006): 655–71. http://dx.doi.org/10.1080/09500690500404599.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Abed, Osama H., and Fouad Abd-El-Khalick. "Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching." International Journal of Science Education 37, no. 4 (February 10, 2015): 703–26. http://dx.doi.org/10.1080/09500693.2015.1010629.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Baranyai, Tünde, Andrea Éva Molnár, and Iuliana Zsoldos-Marchis. "Developing Preservice Primary School Teachers’ Mental Computation Skill by Games." Acta Didactica Napocensia 12, no. 1 (July 17, 2019): 153–64. http://dx.doi.org/10.24193/adn.12.1.11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Altunova, Nebi, and Hüseyin Artun. "Evaluation of the Science Laboratory Applications Course in a Pre-service Primary School Teacher Curriculum." Journal of Science Learning 3, no. 3 (July 31, 2020): 205–15. http://dx.doi.org/10.17509/jsl.v3i3.23706.

Full text

Abstract:

In this study, the Science Laboratory Applications (SLA) course given in a department of Elementary School Teaching in Turkey was evaluated for effectiveness. A triangulation research design, with mixed methods, was employed based on research data collected via a semi-structured interview form, a Science Experiments Evaluation Rubric (SEER) developed by the researchers, and the researchers’ diary notes. The study group included 66 preservice teachers in their second year of study. To select the participants, a maximum variation sampling method was used with the qualitative interviews. The SEER scores were analyzed using the packaged software of SPSS, while interview data were evaluated using content analysis, and descriptive analysis was applied to the researcher’s diary notes. The quantitative and qualitative results obtained in the study revealed that preservice teachers achieved the course outcomes as well as the objectives of the curriculum. Based on these results, several suggestions are put forward for future researchers and practitioners.Keywords Elementary school preservice teacher, curriculum evaluation, course of science laboratory applications

APA, Harvard, Vancouver, ISO, and other styles

18

Faulkner, Guy, Colin Reeves, and Sue Chedzoy. "Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education." Journal of Teaching in Physical Education 23, no. 3 (July 2004): 200–215. http://dx.doi.org/10.1123/jtpe.23.3.200.

Full text

Abstract:

The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.

APA, Harvard, Vancouver, ISO, and other styles

19

Skamp, Keith. "General science knowledge and attitudes towards science and science teaching of preservice primary teachers: Implications for preservice science units." Research in Science Education 19, no. 1 (December 1989): 257–67. http://dx.doi.org/10.1007/bf02356865.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Lane, Rod, and Simon Catling. "Preservice Primary Teachers’ Depth and Accuracy of Knowledge of Tropical Cyclones." Journal of Geography 115, no. 5 (March 28, 2016): 198–211. http://dx.doi.org/10.1080/00221341.2016.1153133.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Tarekegn, Getachew, Deresse Terfa, Mesfin Tadesse, Mulugeta Atnafu, and Mekbib Alemu. "Ethiopian Preservice Primary Science Teachers’ Perceptions of Mentoring in Science Teaching." Journal of Science Teacher Education 31, no. 8 (July 7, 2020): 894–913. http://dx.doi.org/10.1080/1046560x.2020.1774699.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Jean-Baptiste, Davis, David Palmer, and Jennifer Archer. "Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science." Global Journal of Educational Studies 5, no. 1 (June 5, 2019): 41. http://dx.doi.org/10.5296/gjes.v5i1.14672.

Full text

Abstract:

There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students’ long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers’ self-efficacy for enhancing students’ long-term interest in science. The participants were 121 preservice primary teachers and 31 preservice secondary science teachers. Quantitative data were gathered using a survey, and qualitative data were gathered by interviews with 13 participants. It was found that both primary and secondary preservice teachers had moderately positive self-efficacy. This was a welcome finding, because it suggests that if these levels of self-efficacy are maintained, then once they become practicing teachers they will have the necessary disposition to make vigorous efforts to enhance their future students’ interest in science.

APA, Harvard, Vancouver, ISO, and other styles

23

Atış-Akyol, Nevra, Nurbanu Parpucu, and Nefise Semra Erkan. "İlkokula Hazırlık Becerilerine İlişkin Okul Öncesi ve Birinci Sınıf Öğretmenleri ile Öğretmen Adaylarının Görüşleri." Erken Çocukluk Çalışmaları Dergisi 4, no. 2 (October 29, 2020): 117–36. http://dx.doi.org/10.24130/eccd-jecs.1967202042281.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ertaş, Güneş, and Fatma Aslan-Tutak. "Mathematics Teacher Education in Turkey through the Lens of International TEDS-M Study." Journal of Research in Mathematics Education 10, no. 2 (June 24, 2021): 152. http://dx.doi.org/10.17583/redimat.2021.3627.

Full text

Abstract:

This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers’ mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers’ correct response percentages were higher than international average in all domains except “data” in primary level, and “data”, “mathematical modelling” and “symmetry” in secondary level. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data”. In this paper, these areas will be examined within the context of Turkish education.

APA, Harvard, Vancouver, ISO, and other styles

25

Zapatera, Alberto, and Eduardo Quevedo. "The Initial Algebraic Knowledge of Preservice Teachers." Mathematics 9, no. 17 (September 1, 2021): 2117. http://dx.doi.org/10.3390/math9172117.

Full text

Abstract:

Early algebra proposes to incorporate algebra in primary school from the first years of schooling. The success of this incorporation depends, to a large extent, on the training of teachers, so the objective of this article is to study whether the degree of algebraic knowledge of student teachers at the beginning of their training. To conduct this, 106 preservice teachers were given a questionnaire. This survey is based on two daily life situations. They had to propose tasks to develop algebraic reasoning in primary school students. Most of the participants designed tasks in which they assigned specific values to the indeterminate ones and solved them arithmetically. In this way, they transformed open situations and numerous opportunities to promote algebraic thinking in students through the generalization and representation of relationships and functions into closed single-solution problems that do not promote algebraic thinking. We can see from the results that the participants’ algebraic knowledge is insufficient. Therefore, it is necessary to include in their training process the programs and experiences that will allow them to design tasks in order to detect and promote algebraic thinking in their future students. Sequences of tasks are presented to develop both situations by generalizing and representing relationships and functions, which can serve as a starting point for future training programs and experiences.

APA, Harvard, Vancouver, ISO, and other styles

26

Zhumash, Zhanara, Saniya Nurgaliyeva, Aziya Zhumabaeva, Larisa Anatolevna Lebedeva, Gulbanu Saduakas, and Saule Bazarbaevna Zhoraeva. "Professional teaching competence in preservice primary school teachers: Structure, criteria and levels." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 261–71. http://dx.doi.org/10.18844/wjet.v13i2.5699.

Full text

Abstract:

Competency beliefs are beliefs about individuals’ ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competence levels of preservice primary school teachers based on a comprehensive literature review. The study employs qualitative research methodology including document analysis and related content analysis. Various results were obtained from this study and the results were discussed with relevant literature and future implications are provided. Keywords: Professional, teaching competence, preservice, primary school teachers, education.

APA, Harvard, Vancouver, ISO, and other styles

27

Gómez, Raquel, Juanjo Mena, and María-Luisa García Rodríguez. "Pedagogical Knowledge Acquisition During the Practicum." Journal of Information Technology Research 13, no. 1 (January 2020): 118–29. http://dx.doi.org/10.4018/jitr.2020010108.

Full text

Abstract:

Teacher reflection is widely considered as an important process that provides in-depth learning experiences to preservice teachers. Portfolios and teachers' diaries are commonly used teaching tools to funnel one's own critical thoughts about practice. It is also common to analyse the teaching practice in the practicum through the guidance of expert teachers who act as mentors. Both ways are crucial to organise preservice teachers' practical knowledge acquired in the schools. The objective is to determine under which learning situations (individual reflection vs. mentoring interaction) knowledge is better acquired and determines the differences between preservice teachers. Five preservice teachers were recorded giving a regular lesson to primary school students. Data was analysed by following the PDA model that divides the content in narrative and inferential. Main results reveal that practical knowledge is mostly elicited with the help of a mentor and mostly inferential. There were minimal significant differences among preservice teachers.

APA, Harvard, Vancouver, ISO, and other styles

28

Allison, Pamela C., Becky W. Pissanos, Adrian P. Turner, and Denise R. Law. "Preservice Physical Educators’ Epistemologies of Skillfulness." Journal of Teaching in Physical Education 19, no. 2 (January 2000): 141–61. http://dx.doi.org/10.1123/jtpe.19.2.141.

Full text

Abstract:

The constructivist theoretical tenet, that individuals create meaning based on the interaction of their previous knowledge and beliefs with currently experienced phenomena, served as the orientating framework for inquiry into a physical education teacher education program that emphasizes development of skillful movers as the primary goal of physical education. Epistemological stances on movement skillfullness held by 25 beginning preservice teachers were explored. Data were collected in a directed reflective format. Inductive data analysis revealed that these preservice teachers see above average ability, task commitment, and creativity as characteristic of being skillful. Their constructs of skillfulness were developed in contexts that include the human body in action, intermesh of movements, whole pattern of performance, presence of movement, the sociocultural event, and skillfulness as a backdrop for teaching. These findings informed the dialectic between teacher education faculty and students by creating avenues for shared understandings of the epistemological bases of the program.

APA, Harvard, Vancouver, ISO, and other styles

29

Dewhurst, Yvonne, Michelle Ronksley-Pavia, and Donna Pendergast. "Preservice Teachers’ Sense of Belonging During Practicum Placements." Australian Journal of Teacher Education 45, no. 11 (November 2020): 17–33. http://dx.doi.org/10.14221/ajte.202v45n11.2.

Full text

Abstract:

Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, wellbeing and learning during practicums, with ‘non-belonging’ inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside challenges for initial teacher education programs and schools in addressing the fundamental need to foster a sense of belonging for preservice teachers during this crucial aspect of their teacher preparation.

APA, Harvard, Vancouver, ISO, and other styles

30

장성민. "Study of Preservice Primary Teachers’ Awareness on Writing as a Learning Activity." 작문연구 ll, no. 32 (March 2017): 239–75. http://dx.doi.org/10.31565/korrow.2017..32.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Trinick, Robyn Margaret, and Dawn Joseph. "Challenging constraints or constraining challenges: Preservice primary music education across the Tasman." Teachers' Work 14, no. 1 (September 19, 2017): 50–68. http://dx.doi.org/10.24135/teacherswork.v14i1.103.

Full text

Abstract:

Tertiary music educators are faced with challenges associated with the enactment of curricula in pre-service education courses within time constraints. As a result, considered choices need to be made regarding content and pedagogical approaches based on what they deem to be valuable, memorable and transferrable. Using narrative methodology, two tertiary educators across the Tasman share their views about what they prioritise in their music education courses and how these choices are informed. Both authors face similar challenges, and share the view that the teaching of music goes far beyond entertainment. They uphold that music education provides a rich context to develop not only knowledge, skills and understandings about music itself, but also to address social, cultural, linguistic, cognitive and affective domains of learning, to name a few. This article looks at some of the ways the authors effectively support beginner teachers to address the music components of their respective national curriculum statements. While constraints of time in teacher education programmes is not a new phenomenon, the intention of this article is to highlight the benefits of music education, and encourage other educators to critically reflect on choices made in their own teaching contexts under challenging constraints.

APA, Harvard, Vancouver, ISO, and other styles

32

Weller, Jacolyn. "Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?" Journal of Science Teacher Education 30, no. 7 (May 1, 2019): 716–36. http://dx.doi.org/10.1080/1046560x.2019.1602802.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Mertoğlu, Hatice. "Views of Preservice Primary School Teachers’ on Inclusion and Differentiated Science Experiments." Journal of Education and Learning 9, no. 3 (April 4, 2020): 47. http://dx.doi.org/10.5539/jel.v9n3p47.

Full text

Abstract:

Today, individuals with special needs who are reported to increase each day are receiving education with their peers in general classes and are subjected to inclusive practices according to the developments in the field of special education and legal regulations. However, it is also reported that there are problems with special education in many countries. The goal of this study is to reveal the views of pre-service primary school teachers on inclusive education and science laboratory lesson taught with differentiated approach and contribute to the solution of problems in inclusive education to some extent. Study sample comprise 103 pre-service primary school teachers studying at the 2nd grade of a state university in İstanbul in 2017-2018 academic period. Quantitative data of the study carried out with pretest-post test control group random quasi-experimental pattern were published by Mertoğlu, Topçu in 2020 and only qualitative data are used in this study. Condition of inclusive students in the experiment group was mentioned only as an individual difference and science laboratory lesson was taught with differentiated approach for one term. Students in the control group took the science laboratory class according to the normal program. Data obtained with lesson evaluation form, inclusion question form and field notes were evaluated and interpreted with descriptive data analysis method. Research results show that students in both control and experiment group need to take training on inclusive education. It was found that students in experiment group gained an awareness of instructional adaptations while the views of students in control group about instructional adaptations were far from being relevant to inclusive education. Views of students in experiment group show that science lessons taught with differentiated approach contributed to them “to remove their prejudices against science, to learn and teach science”, “remove their prejudices against students with special needs”, “remove their feelings, attitudes and worries about inclusion” and “realize inclusive practices in science education when they become teachers”.

APA, Harvard, Vancouver, ISO, and other styles

34

Sellars, Neal W. "The Effect of Practice Teaching on the Concerns of Preservice Primary Teachers." South Pacific Journal of Teacher Education 16, no. 2 (November 1988): 21–32. http://dx.doi.org/10.1080/0311213880160203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Watters, James, and Ian Ginns. "Self-efficacy and science anxiety among preservice primary teachers: Origins and remedies." Research in Science Education 24, no. 1 (December 1994): 348–57. http://dx.doi.org/10.1007/bf02356362.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Skamp, Keith. "Preservice teachers: Process skill entry behaviour and opinions about teaching primary science." Research in Science Education 17, no. 1 (December 1987): 76–86. http://dx.doi.org/10.1007/bf02357174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Pimthong, Pattamaporn, and P. John Williams. "Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 8 (July 26, 2021): em1996. http://dx.doi.org/10.29333/ejmste/11113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Dolenc Orbanić, Nataša, and Nives Kovač. "ENVIRONMENTAL AWARENESS, ATTITUDES, AND BEHAVIOUR OF PRESERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 373–88. http://dx.doi.org/10.33225/jbse/21.20.373.

Full text

Abstract:

Environmental education represents an important factor in solving environmental issues and teachers have an important role in developing the environmental literacy of future generations. The aim of the present research was to assess and compare preservice preschool and primary school teachers’ environmental awareness, attitudes, and behaviour, as well as their opinions about environmental education. The research was carried out with 152 Slovenian preservice teachers of the Faculty of Education, University of Primorska. The data were collected using a questionnaire. Results showed that students have a relatively high level of environmental awareness and mostly demonstrated a positive attitude towards nature and its protection. Students highlighted the importance of environmental education in early childhood. The research showed no significant differences in the responses of students of both programmes in general, which indicates that the course contents have a less significant influence on students’ awareness, behaviour, and attitudes. According to the findings, there is a need for an improved course within the teacher training programme, especially with the implementation of more innovative teaching methods and activities to increase students’ environmental literacy. Keywords: environmental attitudes, environmental behaviour, environmental awareness, preschool education, primary school education, university students

APA, Harvard, Vancouver, ISO, and other styles

39

BAYDAR, Aşkın. "Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers." OPUS Uluslararası Toplum Araştırmaları Dergisi 17, no. 36 (April 30, 2020): 2370–82. http://dx.doi.org/10.26466/opus.837349.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

McKinnon, David H., Lena Danaia, and James Deehan. "The Design Of Preservice Primary Teacher Education Science Subjects: The Emergence Of An Interactive Educational Design Model." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.19030/jaese.v4i1.9972.

Full text

Abstract:

Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students’ interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers’ competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective

APA, Harvard, Vancouver, ISO, and other styles

41

VERDUGO-PERONA, J. J., J. J. SOLAZ-PORTOLÉS, and V. SANJOSÉ. "ASSESSMENT OF PRE-SERVICE PRIMARY TEACHERS’ PEDAGOGICAL KNOWLEDGE IN ELEMENTARY SCIENCE: EFFECTS FROM SCIENCE EDUCATION TRAINING." Periódico Tchê Química 15, no. 29 (January 20, 2018): 171–83. http://dx.doi.org/10.52571/ptq.v15.n29.2018.171_periodico29_pgs_171_183.pdf.

Full text

Abstract:

Pedagogical knowledge (PK) can be understood as the set of educational analysis and instructional technics; and also, management strategies that primary teachers use to teach. For its assessment, a previously validated instrument to assess Pedagogical Content Knowledge, called CoRe, was used and a set of specific indicators (rubrics) were defined combining experts’ criteria and data analysis from an exploratory studio with preservice elementary teachers. Results showed the sufficiency of these rubrics to account for the variability of participants’ answers. Those indicators were used to analyze effects on PK from the instruction in general versus specific didactic in science. Results show an important contribution from specific didactic in science on preservice elementary teachers’ PK.

APA, Harvard, Vancouver, ISO, and other styles

42

Deehan, James. "Online Education Practices and Teaching Team Compositions in Australian Preservice Primary Science Education." Australian Journal of Teacher Education 46, no. 6 (June 2021): 78–97. http://dx.doi.org/10.14221/ajte.2021v46n6.5.

Full text

Abstract:

Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type II case study. Results showed varied, often asynchronous approaches to online education; punctuated by elements of academic resistance. Teaching teams were increasingly dependent on sessional staff, which has resulted in complex benefits and detriments. Researchers and administrators need to work proactively to determine how both online practices should be utilised and teaching teams should be structured to deliver high quality ITE.

APA, Harvard, Vancouver, ISO, and other styles

43

O’Neill, Sue C. "Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?" Australasian Journal of Special Education 40, no. 2 (August 4, 2015): 117–40. http://dx.doi.org/10.1017/jse.2015.10.

Full text

Abstract:

Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of efficacy information available and the learning activities completed during each intervening time point are explored as possible explanations for the changes in CMSE reported. Issues in measuring preservice teachers’ efficacy related to coursework are discussed.

APA, Harvard, Vancouver, ISO, and other styles

44

Pavlou, Victoria. "Reflective visual journals as a means for promoting generalist preservice teachers’ professional identity in art education." International Journal of Education Through Art 17, no. 2 (June 1, 2021): 253–70. http://dx.doi.org/10.1386/eta_00064_1.

Full text

Abstract:

In many countries, the subject of art in primary education is entrusted to generalist teachers rather than art specialists. This article explores ways of promoting in-depth learning in art education courses while simultaneously gaining an understanding of how preservice generalists develop their professional identities. This study focuses on the journey of five senior B.Ed. in primary education students from Frederick University in Cyprus, who were invited to engage with reflective practices through visual journaling on art, education and on art integration with social issues. The findings suggest that reflective visual journals can be used to promote generalist preservice teachers’ autonomy and self-reliance in their art making and art responding as well as in the design of art units for their future pupils. The implications of the study open up possibilities for teacher education as it recognizes the role of visual journaling in enhancing different forms of knowledge, acknowledging feelings of both tension and pleasure, promoting perceptions of self-efficacy and supporting inquiry. Overall, such efforts allow preservice teachers to transition from student to teacher identity.

APA, Harvard, Vancouver, ISO, and other styles

45

Thwaite, Anne. "Literacy skills of bachelor of education (primary) students." Australian Review of Applied Linguistics 31, no. 2 (January 1, 2008): 20.1–20.15. http://dx.doi.org/10.2104/aral0820.

Full text

Abstract:

This article describes a project which identified the skills and abilities in written literacy of preservice teachers, as well as their needs in this area. An intervention to address their needs is evaluated and its outcomes assessed, using a combination of quantitative and qualitative analyses. Results show that it is possible to improve these students’ literacy skills and awareness even with such a short intervention as is described here. However, the intervention was most successful in dealing with lower-level linguistic variables such as punctuation and spelling, in contrast to higher-level text and paragraph structures.

APA, Harvard, Vancouver, ISO, and other styles

46

Thwaite, Anne. "Literacy skills of bachelor of education (primary) students." Australian Review of Applied Linguistics 31, no. 2 (2008): 20.1–20.15. http://dx.doi.org/10.1075/aral.31.2.07thw.

Full text

Abstract:

This article describes a project which identified the skills and abilities in written literacy of preservice teachers, as well as their needs in this area. An intervention to address their needs is evaluated and its outcomes assessed, using a combination of quantitative and qualitative analyses. Results show that it is possible to improve these students’ literacy skills and awareness even with such a short intervention as is described here. However, the intervention was most successful in dealing with lower-level linguistic variables such as punctuation and spelling, in contrast to higher-level text and paragraph structures.

APA, Harvard, Vancouver, ISO, and other styles

47

Gilor, Orit, and Michael Katz. "Teaching Inclusive Classes: What Preservice Teachers in Israel Think About Their Training." Journal of Cognitive Education and Psychology 16, no. 3 (2017): 293–303. http://dx.doi.org/10.1891/1945-8959.16.3.293.

Full text

Abstract:

This article sought to add the voice of the preservice teachers to the discourse by presenting their perceptions regarding the appropriateness of their training for teaching in inclusive-education frameworks. Preservice teachers completing their first (N= 18) or third year (N= 18) in the various types of teacher-training programs (early childhood, primary school, and high school education) were interviewed. The findings of the qualitative analysis revealed that the various training programs differed in terms of the scope of training for inclusion as well as in their approach to inculcating inclusive teaching. Findings indicated that preservice teachers preparing to teach in mainstream schools expected to receive better training for inclusive teaching than what is currently offered in their training programs. The interesting point is that these expectations develop during teacher training. A discussion of the findings highlights the need to introduce changes in the existing training programs to ensure that preservice teachers acquire and internalize the principles of inclusive teaching.

APA, Harvard, Vancouver, ISO, and other styles

48

Taylor, Neil, and Keith Lucas. "The Trial of an Innovative Science Programme for Preservice Primary Teachers in Fiji." Asia-Pacific Journal of Teacher Education 25, no. 3 (November 1997): 325–43. http://dx.doi.org/10.1080/1359866970250308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Lui, Angela M., and Sarah M. Bonner. "Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics." Teaching and Teacher Education 56 (May 2016): 1–13. http://dx.doi.org/10.1016/j.tate.2016.01.015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Norris, Christina M., Julia E. Morris, and Geoffrey W. Lummis. "Preservice teachers’ self-efficacy to teach primary science based on ‘science learner’ typology." International Journal of Science Education 40, no. 18 (October 7, 2018): 2292–308. http://dx.doi.org/10.1080/09500693.2018.1528645.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!