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Artykuły w czasopismach na temat „Pre-service primary teachers”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 stycznia 2023

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1

Şahin Sak, İkbal Tuba. "School readiness: the views of pre-service preschool teachers and pre-service primary teachers". Early Child Development and Care 186, nr 4 (21.05.2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.

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ATABEK, Oguzhan, i Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education". Eurasian Journal of Educational Research 20, nr 87 (30.05.2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Marchis, Iuliana. "Pre-Service Primary School Teachers’ Spatial Abilities". Acta Didactica Napocensia 10, nr 2 (25.08.2017): 123–30. http://dx.doi.org/10.24193/adn.10.2.10.

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Sung, Min-Chang. "Pre-Service Primary English Teachers’ AI Chatbots". Lanaguage Research 56, nr 1 (30.04.2020): 97–115. http://dx.doi.org/10.30961/lr.2020.56.1.97.

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Peterson, Ray, i David Treagust. "Primary pre-service teachers' pedagogical reasoning skills". Research in Science Education 22, nr 1 (grudzień 1992): 323–30. http://dx.doi.org/10.1007/bf02356912.

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Herbert, Sandra, i Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education". Research in Science Education 48, nr 4 (20.05.2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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Lopes, Amélia, i Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work". Literacy Information and Computer Education Journal 1, nr 1 (1.03.2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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Uaidullakyzy, Elmira, Aziza Zhunusbekova, Nabuova Roza, Raigul Doszhan, Karibayeva Gulnaz Maratovna i Ulzharkyn Аbdigapbarova. "Development of entrepreneurial competence of future primary school teachers". Cypriot Journal of Educational Sciences 17, nr 4 (30.04.2022): 1333–46. http://dx.doi.org/10.18844/cjes.v17i4.7157.

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The aim of this study is to evaluate the opinions of prospective teachers regarding the development of entrepreneurial competencies of future primary school teachers. This research was designed in accordance with the qualitative research method. The research was conducted with 40 pre-service teachers who received primary school teacher training at various universities in Almaty, Kazakhstan. The data of the research were collected by interview technique in order to get the opinions of the teacher candidates participating in the research. As a result of the research, it has been seen that pre-service teachers associate their entrepreneurial skills with being innovative, evaluating opportunities, taking risks, self-confidence and emotional intelligence. In this direction, the majority of pre-service teachers stated that they partially have entrepreneurial skills. In addition, pre-service teachers stated that universities, schools, teachers and teacher candidates have duties to develop entrepreneurship skills. In line with the research results, it is necessary to intensify entrepreneurship courses for primary school teacher candidates in universities, and to organise seminars for personal development and development of entrepreneurship skills. Keywords: Entrepreneurship, entrepreneurial skills, prospective teachers

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Dražnik, Tjaša. "Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies". Sustainable Multilingualism 20, nr 1 (1.06.2022): 69–93. http://dx.doi.org/10.2478/sm-2022-0004.

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Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.

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Nguyen, Giang Thi Chau, Huong Pham, Anh Thi Quynh Nguyen, Bich Ngoc Nguyen i Son Cong Trinh. "Perpectives of primary pre-service teachers on integrated teaching". Cypriot Journal of Educational Sciences 17, nr 12 (31.12.2022): 4324–34. http://dx.doi.org/10.18844/cjes.v17i12.8145.

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Integrated teaching has been implemented in many educational systems across the world. In order to organize integrated teaching effectively, teachers need to be equipped with integrated teaching knowledge and skills from the time they are studying at a teacher training program. This study aims to evaluate the viewpoints of primary school pre-service teachers on integrated teaching in Mathematics at the primary education level. The research used a quantitative method by surveying 354 students from five universities across the main regions of a developing country in Asia. The results show that participants were aware of the important role of integrated teaching and the necessity of skill training in designing and using activities in Mathematics integrated teaching. However, their current skills in designing and using activities in Mathematics integrated teaching are only at or below the average level. Moreover, they have not often been trained or guided to design integrated teaching situations in primary education Mathematics. It is suggested that primary school pre-service teachers should be trained to be able to comprehend the integrated teaching concepts, processes and implement them in real teaching situations. Keywords: Integrated teaching, primary education, Mathematics, pre-service teachers, pedagogical institutions

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Stanisavljevic, Jelena, Dragan Djuric, Ljubisa Stanisavljevic i Pierre Clément. "Analysis of pre-service and in-service views of evolution of Serbian teachers". Archives of Biological Sciences 67, nr 1 (2015): 317–29. http://dx.doi.org/10.2298/abs140505048s.

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We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

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Brzosko-Barratt, Katarzyna. "Designing a pre-service CLIL teacher education program". Kwartalnik Pedagogiczny 64, nr 3 (253) (25.10.2019): 173–93. http://dx.doi.org/10.5604/01.3001.0013.5541.

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This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

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Stylos, Georgios, Olga Siarka i Konstantinos T. Kotsis. "Assessing Greek pre-service primary teachers’ scientific literacy". European Journal of Science and Mathematics Education 11, nr 2 (1.04.2023): 271–82. http://dx.doi.org/10.30935/scimath/12637.

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In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.

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Kim, Hyun Jin. "Pre-Service Primary English Teachers’ Perceptions about English Language Teacher’s Competence". Journal of Modern British & American Language & Literature 35, nr 1 (28.02.2017): 271. http://dx.doi.org/10.21084/jmball.2017.02.35.1.271.

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Pezaro, Charlotte, Tony Wright i Robyn Gillies. "Pre-service primary teachers' argumentation in socioscientific issues". European Journal of Science and Mathematics Education 2, nr 2A (15.06.2014): 58–69. http://dx.doi.org/10.30935/scimath/9627.

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Varcoe, Linda, i Christopher Boyle. "Pre-service primary teachers’ attitudes towards inclusive education". Educational Psychology 34, nr 3 (9.05.2013): 323–37. http://dx.doi.org/10.1080/01443410.2013.785061.

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Preston, Lou. "Australian primary pre-service teachers’ conceptions of geography". International Research in Geographical and Environmental Education 23, nr 4 (8.08.2014): 331–49. http://dx.doi.org/10.1080/10382046.2014.946325.

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Date-Huxtable, Elizabeth, Michael Cavanagh, Carmel Coady i Michael Easey. "Conceptualisations of infinity by primary pre-service teachers". Mathematics Education Research Journal 30, nr 4 (1.05.2018): 545–67. http://dx.doi.org/10.1007/s13394-018-0243-9.

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Sukowati, Sukowati, Ali Mustadi, Ahmad Agung Yuwono Putro i Gunarti Ika Pradewi. "Self-regulation of primary education pre-service teachers". Journal of Education and Learning (EduLearn) 14, nr 2 (1.05.2020): 263. http://dx.doi.org/10.11591/edulearn.v14i2.13983.

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Kennelly, Julie, Neil Taylor, Tom Maxwell i Pep Serow. "Education for Sustainability and Pre-Service Teacher Education". Australian Journal of Environmental Education 28, nr 1 (lipiec 2012): 57–58. http://dx.doi.org/10.1017/aee.2012.9.

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AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.

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KARALAR, Halit, i Bilge ASLAN ALTAN. "Examining Pre-Service Primary Education Teachers’ TPACK Competencies and Teacher SelfEfficacies". Cumhuriyet International Journal of Education 5, nr 5 (1.04.2016): 15–30. http://dx.doi.org/10.30703/cije.321422.

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Selanik Ay, Tuğba, i Abdullah Gokdemir. "Perception of peace among pre-service teachers". International Journal of Evaluation and Research in Education (IJERE) 9, nr 2 (1.06.2020): 427. http://dx.doi.org/10.11591/ijere.v9i2.20577.

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This research was carried out to determine pre-service teachers' perceptions of “peace”. This was a qualitative research based on case studies scenarios and document analysis. The sample of the study consists of 180 teacher-candidates studies in the social sciences and primary education at a state university in the Aegean Region of Turkey. These Preservice teachers were given scenarios and asked to retain the five scenarios given to them. In this context, in the study, of the document types personal documents and peace-related sample case scenarios retained by teacher candidates themselves were used. The scenarios gathered are examined as a document and subjected to content analysis, and the data obtained are presented in tables and supported with direct quotations. As a result of the findings obtained from sample case study scenarios, themes of peace were obtained in the context of the teaching profession, in daily life, in the national and universal context. In the context of teacher behaviors and methods and techniques that can be used to bring peace value, teacher candidates’ state creating a democratic classroom climate, enabling free discussion of ideas and encouraging children to empathize. In addition,pre-service teachers stressed the importance of being a role-model and encouraging students to empathize under the theme of teacher behaviors supporting the value of peace.

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Eftimie, Simona, i Alina Mărgărițoiu. "Pre-service teachers looking for their professional identity". Jus et Civitas – A Journal of Social and Legal Studies 73, nr 1 (2022): 33–41. http://dx.doi.org/10.51865/jetc.2022.01.05.

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In the context of world dynamic, deep changes proposed by the new educational policy, becoming a teacher is an act of courage. Some of our previous studies have analysed the values that aimed teachers from different generations. Present study was interested to focus to the process of becoming teacher, building professional identity for his profession during educational path. For this purpose, we have analysed the way that our students, pre-service teachers (for preschool and primary school children), have chosen their educational (and professional) path, which were significant persons that have influenced their development and what aimed them for teacher career choose and if (and how) they have developed during studies their professional (pre)identity. Other results are also discussed.

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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy". Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, nr 2 (26.12.2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.004.

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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.

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Esen Aygün, Hanife. "The prediction of the teaching readiness level of prospective teachers in terms of curriculum literacy". Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 9, nr 2 (26.12.2019): 203–20. http://dx.doi.org/10.31704/ijocis.2019.009.

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Curriculum literacy is in the forefront to increase the professional competence of teachers. Based on this, the study focuses on the extent of pre-service teachers’ curriculum literacy level on their teacher readiness. The study is designed in a predictive correlation model. Thus, it is focused on whether pre-service teachers’ curriculum literacy is a meaningful predictor of the level of readiness for the teaching profession or not. 708 pre-service teachers participated in the research who studies in Primary Teacher Training, Pre-school Teacher Training, Turkish Teacher Training, English Teacher Training, Psychological Counselling and Guidance Training, Computer Teaching and Technology Education Training and Science Teacher Training Department. The findings indicate that the pre-service teacher curriculum literacy and readiness for teaching profession are at the level of “Agree”. Finally, it is shown that pre-service teachers’ curriculum literacy level predicts their teacher readiness level for teaching profession.

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Wilson, Sue, i Steve Thornton. "Bibliotherapy: A Framework for Understanding Pre-Service Primary Teachers’ Affective Responses to Learning and Teaching Mathematics". Southeast Asian Mathematics Education Journal 2, nr 1 (30.11.2012): 45–60. http://dx.doi.org/10.46517/seamej.v2i1.17.

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This paper advocates bibliotherapy as a powerful tool through which teacher educators can analyze and interpret the affective responses of pre-service primary teachers. Pre-service teachers analyzed readings about school students’ learning, and reflected on and reconstructed their understanding of their own school experiences. This process facilitated a meta-affective change that enabled the pre-service teachers to reconsider their assessment of their capacity to learn and understand mathematics. We describe this change using the stages of bibliotherapy. This change enabled the pre-service teachers to approach their future teaching of mathematics with greater enthusiasm, and empowered them to construct positive projective identities.

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Coleman, Jackie, i Jacqueline Coleman. "Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers". Exchanges: The Interdisciplinary Research Journal 2, nr 1 (27.08.2014): 35–52. http://dx.doi.org/10.31273/eirj.v2i1.100.

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This paper reports on a small, qualitative study undertaken by an early career researcher in an Australian university into the meanings which multilingual and bilingual pre-service teachers attach to their linguistic ‘funds of knowledge’ (Moll, Amanti, Neff and Gonzalez, 1992) in relation to their university studies, and to their emerging identities as teachers. Current pedagogical best practice in Australia indicates that drawing on students’ existing funds of knowledge in teaching and learning results in increased intellectual quality, such as higher order thinking skills, and higher academic outcomes. However, the participants in this study did not conceptualise their linguistic abilitiesas having any value in relation to their higher education. They also appeared to tacitly accept reported institutional and pedagogical practices,which marginalisedthese abilities both as tools for learning and for informing their developing identities as teachers. On the basis of these findings, broad preliminary recommendations are made as to how the learning experiences of bilingual andmultilingual pre-service primary teachers, and of their monolingual peers, may be improved at this university.The study’s findings point to the need for a larger-scale research study into this under-investigated aspect of pre-service teacher education in Australia. Photo credit: By Fluss (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

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Yıldız, Zeynep. "SCIENCE TEACHING SELF-EFFICACY BELIEFS OF PRE-SERVICE TEACHERS: CONTEXT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND VISUAL METAPHORS". Journal of Baltic Science Education 21, nr 6 (10.12.2022): 989–1003. http://dx.doi.org/10.33225/jbse/22.21.989.

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It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers' SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the research. The research sample consisted of 75 pre-service primary school teachers. A metaphorical perception form, a science SE scale, and a TPCK scale were applied as data collection tools. It was found that the majority of pre-service teachers in science teaching had moderate and high SE and technological pedagogical content. It was also found that pre-service teachers' science teaching SE levels were related to the sub-dimension levels of the TPCK. When the visual metaphors created by the pre-service teachers were associated with quantitative data, it was seen that as the SE level of the pre-service teachers increased, visual metaphors gained a quality from general to specific. It was also concluded that the metaphors of the pre-service teachers with high SE levels were formed in more detail and accurately, and the conceptual errors were reduced. Keywords: pre-service teachers, primary school, science teaching, self-efficacy visual metaphors

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Dasinger, Sheryl B., Sallie Averitt Miller i Beth Pendergraft. "Literacy Learning and Teacher Education in the Primary Grades". Georgia Journal of Literacy 30, nr 2 (30.10.2007): 14–19. http://dx.doi.org/10.56887/galiteracy.90.

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Teacher educators in Georgia are concerned about preparing teachers who can help children attain high levels of proficiency in literacy. As a result, representative teacher educators from public and private institutions that prepare teachers came together in the summer of 2006 to look at our state data. We used the data as a springboard to develop our consensus values and beliefs to support pre-service and in-service teachers in educating students in grades Pre-kindergarten through 3rd grade. In the following sections we will describe those critical conversations, our beliefs concerning a core body of knowledge that all reading teachers should know, and how we are working to improve reading instruction to impact student reading achievement in Georgia.

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Smeins, Engelina Maria, Kirsten Wildenburg i Joana Duarte. "The Use of Digital Tools in Pre-Service Teachers’ Professional Development Towards Linguistic Diversity in Primary Education". Sustainable Multilingualism 21, nr 1 (1.12.2022): 166–96. http://dx.doi.org/10.2478/sm-2022-0017.

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Summary As language diversity in education gradually increases, several challenges for primary school teachers arise. According to previous studies, there are not many adequate teacher training programs that prepare teachers in linguistically diverse classrooms and, therefore, teachers that teach pupils with linguistically/culturally diverse backgrounds highly depend on their own engagement with plurilingualism. This shows the need for initial plurilingual(-oriented) pre-service teacher training and in-service teachers’ continuing professional development that focus on acquiring language awareness and obtaining strategies for promoting and recognizing linguistic diversity in the classroom. In addition, most teachers feel the need for further professionalization and tools to help them manage and acknowledge the diversity in their classrooms. Through a pre-post-intervention design, this study examined a) the effects of digital tools for teacher professionalization for plurilingual education on pre-service teachers’ attitudes and knowledge, and (b) how AR-games can be used to further language awareness and openness towards plurilingualism of pre-service teachers and their pupils. The participants reported that the digital tools contributed to their knowledge of linguistic diversity in the classroom, as well as ways to implement plurilingualism in their teaching practices and further language awareness.

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Lacruz-Pérez, Irene, Pilar Sanz-Cervera, Gemma Pastor-Cerezuela i Raúl Tárraga-Mínguez. "Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as." Revista Fuentes 1, nr 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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Nhlengethwa, Khanyisile Brenda, Nadaraj Govender i Doras Sibanda. "FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING". Journal of Baltic Science Education 19, nr 3 (10.06.2020): 454–66. http://dx.doi.org/10.33225/jbse/20.19.454.

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Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.

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Şahan, Gülsün. "An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education". International Journal of Education and Literacy Studies 9, nr 1 (31.01.2021): 150. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.150.

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Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who receive the special education courses about the adequacy of inclusive education and special education practices they observe at schools. The research was prepared in a mixed pattern and quantitative and qualitative techniques were used together. Therefore, Teacher Competence Scale in Inclusive Applications developed by Bayar (2015) was applied to 197 students who study science, mathematics, social studies, Turkish and, primary school teaching. Besides, views of 25 pre-service teachers who study in the same classes were collected and evaluated in written form. At the end of the study, it was determined that while Science pre-service teachers consider themselves more competent in inclusion, primary school pre-service teachers have higher classroom management competence. There is not any significant difference between pre-service teachers’ views about inclusive education according to gender. Furthermore, the pre-service teachers think that teachers lack knowledge and education, students’ disabilities are not recognized, there is a lack of equipment, and cooperation of school and family is not effective.

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Ramirez, Iris April L. "Pre-Service Teachers’ Perceived Level of Teaching Skills". Journal of Education in Black Sea Region 6, nr 1 (4.12.2020): 97–109. http://dx.doi.org/10.31578/jebs.v6i1.222.

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To enable pre-service teachers acquire certain teaching skills, well-planned educational programs and well-trained teachers are needed to implement them. Indeed, teacher education institutions hold a major responsibility in training qualified pre-service teachers, as it is essential for the welfare of a country and securing the quality of all educational levels from primary to tertiary education. To determine the level of teaching skills, a qualitative descriptive method was used with 96 pre-service teachers. The study adopted and modified a scale according to the needs of the study and validated by experts. The present study found that the pre-service teachers of Bukidnon State University (BukSU) generally are prepared for classroom work as revealed in the results of their internship in the laboratory school (which serves as the training ground where the education students of the University have their pre-service teaching) as well as during their off-campus experiences which consist of their roles as student interns and their ability to handle students’ participation. Qualitative research methods can be resorted in order to perform in-depth descriptive studies to investigate the differences in the teaching skills of pre-service teachers from different indicators. Keywords: pre-service teachers, teaching, skills, teacher education, internship

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Velthuis, Chantal, Petra Fisser i Jules Pieters. "Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching". Journal of Science Teacher Education 25, nr 4 (15.05.2014): 445–64. http://dx.doi.org/10.1007/s10972-013-9363-y.

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Rovan, Daria, Goran Trupčević i Dubravka Glasnović Gracin. "Pre-Service Primary School Teachers' Motivation for Learning Mathematics". Drustvena istrazivanja 31, nr 1 (6.04.2022): 113–33. http://dx.doi.org/10.5559/di.31.1.06.

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The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.

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SAHINKAYA, Nihan, i Cigdem KILIC. "Pre-service primary school teachers’ metaphoric perceptions about geometry". Acta Didactica Napocensia 14, nr 2 (30.12.2021): 59–70. http://dx.doi.org/10.24193/adn.14.2.5.

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Abstract: Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was “Geometry is like/similar to…, because…”. The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1) and source (2) of the metaphor, and evaluating the relationship (3) between the source and subject. The responses of the participants were evaluated by the researchers, whose reliability was obtained as 97% using the reliability formula provided by Miles and Huberman (1994). The most commonly used metaphors were “puzzle” and “space” among the total 71 different metaphors generated by the pre-service teachers. These metaphors were classified into 11 categories under the titles of “feature” and “feeling”. Results illustrated that pre-service teachers generally reflected geometry as “difficult” and “complex” but “entertaining” involving the relations between part and whole.

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Aznar Cuadrado, Virginia, i Blanca Puig Mauriz. "Primary pre-service teachers’ conceptions and models about tuberculosis". Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 34, nr 1 (3.03.2016): 33. http://dx.doi.org/10.5565/rev/ensciencias.1670.

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Şahin Taşkın, Çiğdem. "Exploring Pre-Service Teachers' Pedagogical Beliefs in Primary Education". International Journal of Progressive Education 15, nr 4 (2.08.2019): 83–95. http://dx.doi.org/10.29329/ijpe.2019.203.7.

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Dickson, Martina. "Emirati Primary Pre-service Teachers’ Experience of Thematic Teaching". Journal of Teaching and Teacher Education 2, nr 2 (1.01.2014): 151–63. http://dx.doi.org/10.12785/jtte/020206.

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Llinares, Salvador, i Francisco Clemente. "Characteristics of Pre-Service Primary School Teachers’ Configural Reasoning". Mathematical Thinking and Learning 16, nr 3 (27.06.2014): 234–50. http://dx.doi.org/10.1080/10986065.2014.921133.

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Hudson, Peter. "Mentoring First-Year Pre-Service Teachers of Primary Science". Action in Teacher Education 25, nr 3 (wrzesień 2003): 91–99. http://dx.doi.org/10.1080/01626620.2003.10734446.

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McCormick, John, i Deborah Scott. "Mathematics anxiety of some pre-service primary school teachers". Australian Educational Researcher 20, nr 3 (grudzień 1993): 29–38. http://dx.doi.org/10.1007/bf03219549.

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Baydar, Aşkın. "Pre-Service Primary Teachers’ Opinions on Team-Games-Tournaments". International Education Studies 14, nr 1 (26.12.2020): 86. http://dx.doi.org/10.5539/ies.v14n1p86.

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The aim of this study is to determine pre-service primary teachers’ opinions regarding the implementation of teams-games-tournaments (TGT). For this purpose, the action research method, which is one of the qualitative research methods, was employed. The study group in the research consisted of 30 students who attended Artvin Çoruh University College of Education Elementary Education Department Primary School Teaching Program. Qualitative data was collected by interview forms with open-ended questions. With the answers the participants gave to the interview questions, they shared their opinions about advantages and disadvantages of the method and their suggestions about using the method in their future classes. Participants found positive interdependence and learning in heterogeneous groups, which are among the common features of cooperative learning, useful and necessary. Participants also stated the features of causing noise, making classroom management more difficult, sharing responsibility and rewards unfairly, and difficulty of implementing the method in crowded classes as disadvantages of the method.

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Fellasufah, Fetty, i Ali Mustadi. "Cursive handwriting skills of primary school pre service teachers". Journal of Education and Learning (EduLearn) 13, nr 4 (1.11.2019): 482. http://dx.doi.org/10.11591/edulearn.v13i4.13504.

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Nathan, Nicole, Luke Wolfenden i Philip J. Morgan. "Pre-service primary school teachers' experiences of physical education". Australian and New Zealand Journal of Public Health 37, nr 3 (13.05.2013): 294. http://dx.doi.org/10.1111/1753-6405.12056.

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Bolden, David S., Tony V. Harries i Douglas P. Newton. "Pre-service primary teachers’ conceptions of creativity in mathematics". Educational Studies in Mathematics 73, nr 2 (17.09.2009): 143–57. http://dx.doi.org/10.1007/s10649-009-9207-z.

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Gambini, Alessandro, i István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers". Education Sciences 11, nr 7 (14.07.2021): 350. http://dx.doi.org/10.3390/educsci11070350.

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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.

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Alvarez-García, Olaya, Jaume Sureda-Negre i Rubén Comas-Forgas. "Assessing environmental competencies of primary education pre-service teachers in Spain". International Journal of Sustainability in Higher Education 19, nr 1 (2.01.2018): 15–31. http://dx.doi.org/10.1108/ijshe-12-2016-0227.

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Purpose In this paper, the results of an investigation aimed at analysing and comparing the environmental competences of future teachers undergoing training in two universities are presented. The purpose of this paper is to analyse the difference in the acquisition of environmental competences amongst two groups of students enrolled in two universities with different levels of introduction of the environmental education (EE) and sustainability contents in their curriculums. This objective is inserted into a wider finality: to provide recommendations regarding the redesign of pre-service teacher training curricula and learning programmes. Design/methodology/approach A specifically designed questionnaire was used in this study to analyse the environmental competencies of students in the final year of their degree in primary education in two Spanish universities. One of them had a highly environmentally oriented programme, and the other had a scarcely environmentally oriented programme. Findings Results show that no significant differences were observed in the results related to the greening level of the training programmes. Pre-service teachers have insufficient environmental knowledge, but with quite positive, responsible attitudes towards environmental issues, and pro-environmental actions that could be categorised as moderate. Results point to the need for further and better pre-service teacher training in environmental issues. Originality/value One of the main factors in the appropriate treatment of EE in schools is teacher training. Despite this principle being widely recognised, not all pre-service teacher training programmes adequately address EE. The added value of this paper is the comparison established between the students that followed a degree with a high impact of the environmental competences in its curriculum and another one that has very few references to these competences in the curriculum.

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Bozdemir Yüzbaşıoğlu, Hafife. "Environmental Issues and Critical Perspectives Mentioned at Public Service Announcements which are Prepared by Primary School Pre-Service Teachers". International Journal of Psychology and Educational Studies 7, nr 4 (29.09.2020): 143–59. http://dx.doi.org/10.17220/ijpes.2020.04.013.

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