Questions related to Pre-Service Teachers
I am researching argumentation skills in the teacher education context. I integrated argumentation skills into the teaching/learning methods course. Accordingly, pre-service teachers engage with case scenarios in which they will choose a teaching/learning method to achieve the learning outcome and develop an argument to explain why the teaching/learning method they chose would be suitable to accomplish the learning outcome.
I wonder if in such a context can pre-service teachers use "learning theories" as evidence to support their reasons? When reviewing the literature about types and strength of evidence so I could not find adequate information that I am looking for. what do you think?
Teacher trainees are placed in schools for their professional learning experiences (internship, or practicum experiences). What really do they learn from their teacher mentors and from the school environment? I would like to have a conceptual framework of such learning experiences on the field of teaching.
At the HCII2021 virtual conference held in July 2021, I presented the results of a survey by Rosanda, V. & Istenic, A.: “A Stranger in the Classroom: Pre-service Teachers ’Anxiety and Negative Attitudes Toward Humanoid Social Robots”. The implementation of social robots in the preschool and primary school environment introduces anxiety and negative attitudes in our sample of future teachers. In the discussion that followed I highlighted the source of these negative attitudes, which we subsequently identified (Istenic, A., Bratko, I. &Rosanda, V.). Our participants consider social robots to be unsuitable for preschool and elementary school classrooms because of their social presence and social skills. They would only allow robots to perform very simple tasks (routine tasks) in their classrooms. Our participants reject precisely those skills that are currently being developed by robot designers for classroom use. We are currently further testing our results on another generation of future teachers in two different cultural settings. The preliminary analysis however shows a similar trend.
During the discussion, one of the conference participants expressed doubts that acceptance studies were still needed. What do you think? Do we still need acceptance studies? Are acceptance studies necessary when introducing new technologies that mimic the human essence in regular and systematic interactions with preschool and elementary school children? Do you think that they are not necessary because we will once again witness a comfortable conception and interpretation of technological development, according to which technological development by itself raises the quality of education? Do you think that also in this case the education specialists will simply accept the flow of technological development, in a similar manner to what happened with the implementation of PCs in classrooms? Based on previous experiences, do we perhaps expect that, given time, “harshly criticized development will become the accepted new norm” (anonymous reviewer)?
In most cases, educators receive their training before they start working or at the early stages of their working life. In very few cases, they receive retraining to update and upskill. With time the methodologies used by educators become obsolete. With time, there will be a need for retraining and upskilling for the teachers.
Whose responsibility should it be then to retrain and upskill the masses of teachers with outdated ways of doing things? Especially when the environment is completely changed overnight as is the case with the transition from face to face teaching to Online teaching because of the pandemic?
Should the teachers invest in their own training and retraining or the government and other authorities be responsible? What do you think? Please share your thoughts.
I want to develop the TSPCK-based instruction to teach a pre-service teachers and study its impact on the conceptual understanding and motivations.
Lots of research about teaching pre-service teachers how to use technology in their teaching practice, but I'm looking at using 'immersive technology' - Virtual reality as a tool in 'preservice teacher education', particularly in relation to relational pedagogy and understanding/responding to 'difference/diversity' and/or inclusive pedagogies.
Many universities and schools around the world have closed their campuses due to Corona (COVID‐19) epidemic. Would you please share your expertise in delivering microteaching and practicum for pre-service teachers? How practical courses are delivered as a response to COVID‐19 outbreak? What are best practices? Other thoughts
As I recently completed my Ph.D in education on "Psychological hardiness, Emotional competence and adjustment of pre-service teacher trainees of Kashmir valley". At present I am unemployed kindly help.
Assessment is one of pre-service teachers’ concerns. They are assessed by typical methods limited to the performance inside the classroom. From your experiences and point of views, are there any other methods that are applied to assess pre-service teachers to ensure integrity and "justice" between them?
Hello fellow researchers!
I want to assess differences between pre- and post-course technological, pedagogical, and content knowledge (TPACK) of pre-service teachers and I am searching for different TPACK questionnaires (quantitative) to compare.
While I am particularly interested in questionnaires that can be adapted for a specific medium, a specific target group, and a specific context, please share all questionnaires that you are aware of, so that I can compare them in my literature review.
Many thanks :-)
The best monitoring and assessment tools of pedagogy and approaches to curriculum is evaluation that must seek to understand how a teacher has grown to adapt the necessities of teaching online. The COVID-19 situation introduced pedagogical changes in a three dimension vividly from Learners, Teachers, School Administrators paradigms. While there are multiple approaches and tools to monitor students, what is the best possible way to also monitor and assess Teacher's Online Engagement and participation during these times?
Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.
Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;
The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.
Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.
What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them
Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.
What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.
What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.
What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.
Let such a conversation to flourish, which would not only guide me during this process but also serve as a convalescent topic of discussion for relevant emerging research! As this encouragement implies, I intend to keep this discussion alive until being incapable of doing so :-) Let us brainstorm together and assemble as the "Avengers" of the science education literature!
I attach a paper which shares some data and reflection on the above questions as a prompt for debate and contributions by others.
In Algeria, many teachers of deaf children are the ones who have obtained a BA or an MA in any field ( e.g. art, history, sociology, psychology, mathematics ). In general, they may have zero experience in teaching and most of them know nothing about sign languages. In addition, interpreters are not involved during classes in order to facilitate communication between hearing teachers and hard of hearing/ deaf children.
The new teachers receive 15 days of training in which they learn about some basic information about sign Languages ( alphabets and few signs, for example)
Does this mean that these teachers are qualified to teach?
I want to make a popular book list about management & leadership (esc. relatied school management) for pre-service teachers. So I aimed to increase their awareness about management. What kind of books should I suggest them?
Which books should be included in the book list?
Newly-qualified teachers (NQTs) in the UK generally undertakes an induction year following their training, in order to gain full Qualified Teacher Status (QTS). The nature and quality of training, support and professional development offered in this initial year varies between schools and individual cases. So, what do new teachers need in order to become effective in the initial years?
Your thoughts and experience, especially from managerial perspectives, gratefully received.
Can the technical integration ability of pre-service teachers be improved by STEM? If it is a multicultural area, can it highlight the cultural characteristics of the region to improve the self-efficacy of pre-service teachers?
If it can be achieved, what kind of theoretical framework should be used or referenced in the previous tests?
I am searching for questionnaire survey item for working motivation among pre-service teachers.
Readiness for online learning-Survey
Are you a teacher or pre-service teacher, a university lecturer or a trainer in an educational organization? And do you have to move to online teaching because of COVID-19? Share your experiences in our survey and learn what others say! It should take maximum 10 minutes to complete.
If you are happy to participate, please click here: https://forms.gle/6BsuDEfA76SZyxHi8.
If you would like more information about the questionnaire, feel free to contact Jo (email@example.com). You are also free to share this questionnaire with anyone you wish.
Thank you for your time!
Jo, Sarah, Fazilat and Ronny
- Jo Tondeur, Vrije Universiteit Brussels
- Sarah Howard, University of Wollongong
- Fazilat Siddiq, University of South-Eastern Norway
- Ronny Scherer, University of Oslo �
What do you think about fully online initial teacher education? Can fully online programs provide the opportunities, experiences, resources and expertise to produce high-quality teaching graduates? Can these graduate teachers make productive transitions into the workforce? Do these graduate teachers meet the expectations of their students, communities and employers? What concerns might you have about a teacher who had completed a fully online initial teacher education program?
See how we went about examining some of these questions and what we found out, in this article;
What are your perspectives about fully online initial teacher education and what questions should we be examining next?
What theory should be the most appropriate for the technical integration survey of pre-service teachers in underdeveloped regions?
Thanks for you read this question.
I developed a pre-service teacher training module (intervention), which involves educational activities of preparation, building teams, project design(after this, teachers will practice in primary school for teaching students ), implementation, demonstration and evaluation. Meaning that the pre-service teachers will be learning knowledge in university first; after that, they will transfer their knowledge to practice in primary school. So, this module involved two phases: teachers' phase and students phase.
Now, I design two experimental research to examine the teachers' motivation (experimental one ) and students' attitude(experimental two ). The study uses the quasi-experimental non-randomized pre-test and post-test control group design. In Experiment Two, the experimental group will be trained by pre-service teacher who comes from the experimental group of Experiment One. Meanwhile, the control group will be trained by pre-service teacher who comes from the control group of Experiment One.
The question is that this experimental study design needs to use two experiments or not?
I think that this study needs two experiments because students is another subject. some say that they do not need, because this study has one intervention, and the teacher and student are the different levels.
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
I need answer from the faculty members working at normal universities of China . I need to quote an example of China if any in my current research project.
The success and the failure in PISA assessments caused different debates, but there is no data linking success with teaching methods. Some countries attempted to draw conclusions about their education policy, while in others failure was associated with student's anxiety regarding tests. On the basis of a text that explains the reasons for success in Finland * I wonder if all five factors match other countries conclusions about successful participation. With respect to this factors can you provide data about the teaching method (s) you think are positively related to success in mathematics;
* George Malaty University of Joensuu, Finland: "The five main reasons are the success of pre-service teacher education, the culture of the teaching profession, the success of in-service teacher education, the different efforts which have been made to develop mathematics education and the daily traditions of school life in Finland "
I used "Teacher Sense of Efficacy Scale" designed by Tschannen-Moran and Woolfolk-Hoy (2001) to measure pre-service teachers' self-efficacy. The five-point Likert scale was used in my study with options of (1) not at all to (5) a great extent rated by the participants. I want to categorize the responses of teacher candidates regarding their confidence in teaching into three levels: low, moderate and high.
The government of khyber Pakhtunkhwa, Pakistan is recruiting untrained teachers for schools to attract academically sound people to teaching profession with no prior knowledge of teaching methods. Don't we need professional training for teaching at school level?
Could anyone direct me to some literature where authors deal with pre-service teachers' self-efficacy with respect to lesson observation?
We're focusing on developing their professional vision and among others, we'd liek to investigate on their perceived imrpovement after our intervention.
Thanks a lot.
With the increasing prevalence of children being diagnosed with autism, it seems no longer the case of, "Will a teacher have a child with ASC in their class?" But rather, "How many?"
Are the current pre-service teachers being equipped with the skills, understanding and strategies necessary to assist these children to be successful in their learning journey?
What support and mentoring are the school administrators able to provide the Graduate teacher, for them to be successful in their first classroom?
I'm Andrés, EFL teacher educator at Universidad del Valle (Cali-Colombia). I'm leading a project on leadership and agency with pre-service teachers, painting murals to mobilize different conceptualizations of being a teacher, a learner, and human being in the Colombian neo-liberal, highly ineqyitable, politically polarized context.
Thank you for your time. Look forward to your response.
The potential use of social network services (SNS) is being increasing debated in enabling participatory and connected learning culture in K-12 educational contexts. For instance, Ito et al. (2013) suggests that digital and networked media will help to mitigate digital divide between privileged and non-privileged youths by offering new ways of expanding the reach and accessibility of connected learning. However, research (e.g., Hughes et al., 2015; Keren-Kolb, 2010) indicates that pre-service teachers' adoption of SNS (e.g., Facebook, Twitter, blogs) was inclined towards personal rather than educational purpose. So how would you perceive about the opportunity of using SNS to encourage participatory and connected learning culture in the K-12 contexts?
Help! Australian K-6 Teachers and pre-service teachers. Please take 15 minutes to complete an online survey. Tell us about how much you do OR don't know about Digital Technologies. http://220.127.116.11/index.php/689638?lang=en
Please pass on to colleagues.
Question design is a key ability to become a science teacher. At the same time, knowing the students' previous ideas allows developing functional learning cycles. How do you teach this to your future science teachers?
Pre-service teachers usually had to know something about the History of Education - both in their countries and globally - as a part of their induction into teaching up to about the 1980s.
From around this time a competences and standards regime became increasingly prominent and units/courses/even one-off lectures related to the History of Education disappeared within initial teacher education - certainly in the jurisdictions that I have worked in (England and Australia).
I will be interested to hear if History of Education continues in some countries globally.
Reactions to the death of 'History of Education' are likely to vary on a continuum between: 'good riddance - this was fairly useless knowledge which didn't help people to become better teachers' and 'a shame that teachers understand so little about the evolution of education over the past two hundred years'.
Personal stance: I have come to co-exist reasonably productively as a teacher educator with Standards regimes in both England and Australia - they can provide useful focus upon essential features and competences required of teachers......but I also feel that Standards can be instrumental and can underplay knowledge and (especially) values that underpin practice.
I have also undertaken some History of Education research on citizenship education and early Twentieth century inspection regimes, so should declare an interest that I see the 'History of Education' of having some value and importance as a field of study (but I remember being bored rigid in lectures on the topic during my own experience of initial teacher education) !
Would you please share your expertise in microteaching for prospective teachers? Is it a separate course in your institution or an integral component of teaching methods courses? What are the core components of microteaching (knowledge, skills, ..)? What assessment methods do you use? Other important points you would like to share.
We are planning to conduct a training for elementary science teachers on making improvised instructional materials to improve the quality of science teaching. Most of the science teachers in our city are non-science majors which prompted us to organize a training-workshop. What are improvised science instructional materials you can suggest that we can do?
Here is an example of what we want to do. An improvised microscope
I have been observing even in the high reputable journals, most research on petrology and ore geology emphasis are laid much on discrimination plots without proper correlation between the mineralogy of the rocks and the chemistry. Even the discrimination plots itself has its own limitations.
I am appealing to our teachers and experts in the field of petrology and mineralogy to train us more on the mineralogical aspect. I must confess as a young geoscientist most of us cannot even identify major rock forming minerals in thinsection and their optical properties.
The future of mineralogy is at stake....#my opinion#
This scale (or questionnaire) is in accordance with university students,
I want to explore the correlation between knowledge, beliefs/attitudes and practices of pre-service teachers regarding media education/media literacy in my country. I hope you can advise me of any tool you may find useful. Thanks!
Recently, I am in phase to design a research in mathematics education according kindergarten per-service teachers’ beliefs and attitudes toward mathematics. In my country there is not a small gap between the social and academic views on the quality of mathematical education for students of preschool teachers and current university practice of this education.
I would like to hear opinions on this issue by colleagues from other communities.
The study was conducted in 12 studio workshops as part of the creative arts course for third year and final fourth year primary pre-service teachers studying at a Sydney-based university. The main aim of this study was to examine individual, social, and environmental elements associated with pre-service teachers’ fostering of creativity.
The social interactions, practices by teachers in their use of artistic materials and different understandings of creativity by the pre-service teachers. These elements were considered within the socio-cultural context of an arts-based inquiry.
This project is ongoing.
Laboratory schools are perceived as critical contributors to pre-service teachers' success. To do so, they are to constantly evolve as trends in teaching and learning, as well as teacher education, continuously emerge. They cannot simply continue to serve traditional purposes. Rather, they are expected to move with, if not ahead of, developments in education. It would be interesting to search for novel insights from today's teacher educators on their expectations from laboratory schools.
Is anyone aware of studies which discuss teachers' (in-service and pre-service) beliefs about children, that go beyond beliefs about children's learning? I'm also interested about studies of teacher beliefs about parents and children's home rearing.
So far I've found some really interesting work made by e.g. Sue Lasky, and Angela Baum, but I'd like broaden my knowledge about the topic.
We are currently using Dudley's and also Lewis & Hurd's. Any other you may suggest?
I am looking for an Instrument to use to judge if Pre-service teachers' have changed the way they think mathematics should be taught after experiences in classroom teaching.
I am working on a project of preparing teachers for inclusive classrooms. I am thankful to those who send me their articles. I want to be more clear about the challenges face by regular institutions in preparing pre-service teachers for inclusive classroom in developing and developed countries.
I have been experimenting with having third year pre-service primary teachers post 500 word blog post responses on three themes linked to Humanities and Social Sciences education in the past couple of years. They then go on to reflect on the value of peer review and opportunities to refine and improve their work in the light of peer and tutor feedback. The pre-service teachers report back positively on this assessment task as providing a different and more collaborative form of assignment. I would be interested to hear about the experiences of colleagues who have been trying out comparable approaches and any thoughts and reflections which you might have in this area.
I am looking for recommendations for a book for "Technology in the Classroom" course. If you teach a similar course, i would like to know if you use a book or other materials from the Internet. I am open for suggestions.
I intend to evaluate an virtual environment with teachers in training in the subject area of this environment (e.g. licentiate student in physics or chemistry). Any suggestions on how I can conduct this assessment? Questionnaires or papers that perform this type of research?
Do you know any study that investigated the quantity of the scientific articles pre-service teachers read or average hours they spend on reading scientific papers?
I searched a lot but could not come up with a concrete answer. Thank you in advance!
Michael Fullan, in a book called Stratosphere (2013), posted a startling graph see https://goo.gl/tdClEJ showing a drop in enthusiasm from Kindergarten (95% of US students were enthused about school) to grade 8 (37%) and then a slight rise to 45% in grade 12.
I have not been able to find much in the literature about levels of student enthusiasm and school. I wonder if it is similar in other countries, WHY it is such a drastic drop, and WHY there has not been more reaction to this rather sobering finding.
Evidence-based teaching is now being encouraged by numerous educational factions and Hattie's meta-analyses have really helped. However, it appears that many K-12 teachers focus on teaching (nor surprisingly) and rarely find the time or are motivated or have access to educational research. Furthermore, research articles, in general, tend to be dry and excessively detailed. So how do we motivate teachers/educators to be consumers? Perhaps different formats are needed like short-video clips summaries or info-graphics, or social media summaries. Maybe my question should be, “How do we get K-12 teachers to read our research?”
"Gesundheit und Pflege" is a study program in Germany in which pre-service teachers are trained to teach in Vocational Schools the Health and Health Care Science. One of the aims of my study is to find out whether evidence-based practice was implemented to the "Health and Health Care" teacher program in Germany. Can you recommend me any paper which explores and explains the program overall and its aims. German papers are also welcome. Thank you!
I know it has been done for pre-service teachers (Enochs, Smith & Huinker, 2000) but can not seem to find an article for an in-service version. I had a faculty member give me a copy of an in-service version about 10 or so years ago but had not needed the in-service to use it until now. I found the same version I have online with an October 2002 (http://web.mnstate.edu/trn/TRNweb/mtebi.pdf) date crediting Enochs and Riggs but when I contacted Iris she indicated she had not worked on the METBI. I have found many articles that say they are using the MTEBI with in-service teachers but cite the article for the pre-service validation.
Command over different teaching skills is an important work for pre-service teachers. I am interested to know the different training tasks/techniques for which we can train pre-service teachers in various teaching skills.
Teachers and Researchers are said to have distinctive discourses and artefacts although there is teaching involved. Student teachers are "caught" in both domains at the point of practicum. It is a contested site that requires further investigation especially in ESL context where they are also learners of English.
I am interested to know the strategies and methods for which we can link the pre-service teacher education program with industry.
I am interested in the field of qualitative research. So, please help me to suggest the qualitative researches related to pre-service teacher education.
I want to know the innovative teachers'training approaches and methods.
In Brazil the majority of pre-service teachers are from low income families, have illiterate parents and the average of age is a little elevated (30,2 years to be more exactly).
How is in your country? do you have any dataset about this issue?
I am working on my dissertation proposal and believe that there is a need for an educational experience that pairs pre-service teachers with seasoned teachers in schools to improve the pre-service teacher preparation for integrating technology in their classrooms.
What are the current studies / researches in the field of " ICT in education / ICT in Teachers Education"? Does anybody have any sources or any link please ? I'm Teaching ' ICT in Education' course to the Masters in Education students and interested to conduct research on my pre and in service teachers, looking for the standard tools ( if there any ) to justify the participants perspective or attitude towards ICT in Education.
I'm involved with pre service teacher training in South Africa. The univ is in a partnership with a teaching school. The program suffers from fragmentation due to a lack of a knowledge management framework.
I'm researching whether these School-Univ Partnership can be managed with a KM framework in order to optimise OL.
very few studies that look at SUP from an OL perspective.
any views comments suggestions will be welcomed. Thnx
I am in the process of gathering information on how effective our Diploma TESL is to primary schools.
If the schools are satisfied with our practicum teachers, does it mean our curriculum is effective?
Just working on a masters thesis, designing a measure to determine teacher perceptions of self efficacy in identifying and providing support for anxious and depressed students. Lack of pre-service training has been raised as a barrier issue.
Just taking a quick poll. Nothing official.
At Teachers' College of Primary Education our Year 4 student have to do mode 2 research and write a research paper. We are interested if and how digital support has been found to be effective in guiding the students through the research and writing process