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While lengthy teacher training programs with reflection were beneficial for promoting teachers' teaching performance and perception of teaching, it is still unclear whether a short online training program can promote preservice teachers' in-depth thinking of their learning and teaching. This study focused on the instructional design of a short self-access online training program with different reflection tasks to stimulate preservice primary and secondary teachers' depth of reflection in China. A qualitative research method was conducted to analyse the reflective logs of 94 preservice teachers. The results showed that developing preservice teachers' depth of reflection during initial teacher education is essential for their professional growth. The results suggested that an online teacher training program with reflection tasks could effectively reinforce preservice teachers' reflective depth by promoting deeper pedagogical knowledge and a stronger professional identity. [ABSTRACT FROM AUTHOR]

The purpose of this study is to assess the fraction addition problems posed by pre-service teachers using digital storytelling and to identify their perspectives on this activity. 69 mathematics teacher candidates participated in the study. The research comprises two sections. Participants were expected to pose a problem via digital storytelling in the first round. After creating digital stories, participants were required to fill out an opinion survey. According to the study's findings, more than half of the participants correctly completed the problem-posing exercise. Additionally, pre-service teachers reported experiencing some difficulties when generating problems, despite their favorable opinions toward the use of digital storytelling to pose problems. Participants could pose problems involving the addition of two or three fractions. Participants encountered issues such as not being a problem or utilizing distinct operations. According to the participants' opinions, some of their skills had improved and they enjoyed the experience. [ABSTRACT FROM AUTHOR]

The teaching profession and initial teacher education face ongoing pressures which challenge how teachers' work with curriculum is positioned. Within Australia, recent reviews into initial teacher education have emphasised the need for 'classroom ready' graduates with knowledge of 'proven' pedagogical approaches. Parallel to this has been increasing push for 'ready‐made' curriculum materials to be made available to all teachers for their use in classrooms. This discourse espouses curriculum as a product, positioning preservice teachers as future 'deliverers' of prescriptive forms of curriculum and dismissing their future potential as classroom curriculum‐makers who engage with curriculum as a process, and think systematically and critically about their curriculum choices. In this paper, we explore the classroom curriculum‐making experiences of two preservice teachers, and the role of professional experience placements as key sites of learning about curriculum‐making, noting this as a significantly under‐researched theme in existing literature. Our in‐depth exploration of these individual cases highlights the contrasting opportunities these teachers had to engage with curriculum as a process, identifying, enabling and constraining structures within these placements which impact on preservice teachers' development, and future potential, as curriculum‐makers. We contend that the pursuit of Lawrence Stenhouse's vision of curriculum work as an iterative, enquiry process driven by and for teachers rests not only on the way in which initial teacher education frames curriculum work in theory, but also in the way it is modelled to preservice teachers during their professional experience placements. [ABSTRACT FROM AUTHOR]

It is important for prospective elementary school teachers to know their epistemic beliefs because this is related to beliefs about how to teach in schools and how learning should be done, which are called pedagogical beliefs. This study aims to investigate whether epistemic beliefs can predict the pedagogical beliefs of prospective elementary school students. This research method used a quantitative method with 179 elementary school teacher education students as research subjects. The data obtained were analyzed using a linear regression test. The results of this study indicate that students' epistemic beliefs can predict students' pedagogical beliefs, especially in terms of social studies learning concepts in elementary schools. [ABSTRACT FROM AUTHOR]

The study explored the challenges faced by pre-service teachers in executing science lessons during work-integrated learning in rural school settings. An exploratory case study methodology was employed, using interviews and an open-ended Google Form questionnaire to collect data from fourth-year primary and high school preservice teachers, training to teach science at a teacher training institution in South Africa. Several key challenges emerged from the data. Firstly, some pre-service teachers reported a lack of access to laboratory facilities, which hindered their ability to conduct practical science lessons. Additionally, the substantial teaching workloads imposed on them during their teaching practicum posed a significant challenge for these pre-service teachers, who found themselves overwhelmed by the demands of the school where they were placed. The absence of effective mentorship further exacerbated difficulties, leaving many pre-service teachers navigating classroom management and instructional practices on their own. Language barriers also played a critical role, as many pre-service teachers struggled to teach and understand scientific concepts due to English not being their native language. Education institutions and policymakers should consider these challenges when developing teacher education curricula and policies. Ensuring that pre-service teachers are well-equipped to handle the unique challenges of rural teaching environments, is essential for improving educational outcomes in these areas. This research underscores the need for targeted support and resources in teacher education programs, especially for those preparing to teach in rural areas. By identifying these challenges, the study offers a foundation for developing more effective teacher education curricula and policies that can better prepare pre-service teachers for the realities of teaching in rural settings, ultimately contributing to improved educational outcomes in these communities.

Abstract This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and dialogs from 18 PTs across six teaching cycles were analyzed. The research results indicate that teaching reflection focuses on five themes: the diversity of student situations, the functionality of teaching contexts, the consistency of teaching content, the construction of teacher‒student dialog, and the progression of subject practice activities. The reflection of the PTs strengthened meaningful teaching content and corresponding specific skills, and effective dialog feedback provided external evaluation standards. The reflection prompted teachers to evaluate from multiple perspectives and levels and provided important insights to promote the development of situated and dynamic PCK. This study concludes with a discussion of the practical implications and potential for future research to develop a situated and dynamic PCK for PTs.

This study delved into the attitudes of 90 level 300 preservice teachers towards problem-solving in mathematics education, recognising its significance in enhancing students’ mathematical proficiency. Conducted through a cross-sectional survey design, the research encompassed preservice teachers from various specialities, including Junior High School, Upper Primary, and Early Grades in a college of education in the Upper West Region of Ghana. Utilising a structured questionnaire, rate their agreement or disagreement with the 27-item attitudinal scale on a four-point scale, ranging from 1 (strongly disagree) to 4 (strongly agree). The scores were interpreted as follows: a score of one represents the lowest possible level, indicating a negative attitude, while a score of five represents the highest possible level, indicating an assertive positive attitude. The attitude scores had a standard deviation of 5.19085, suggesting moderate variability from the mean. The attitude ratings displayed a negative skewness of -0.967, indicating that most preservice teachers had predominantly favourable attitudes towards problem-solving as a teaching method. Notably, the research found no significant differences in attitudes between male and female preservice teachers, nor across different programs of study, indicating the need to consider additional factors influencing attitudes towards problem-solving in mathematics education. The lack of significant differences in attitudes based on gender or program of study suggests that factors beyond these demographic variables may influence preservice teachers’ perceptions of problem-solving

This study explores how early childhood preservice teachers use technology in PreK-3 classrooms, focusing on the alignment between their intentions and actual practices. Using the ‘Technology Integration as a Spectrum (TIS)’ model, the study identifies four types of technology use. Findings reveal that preservice teachers primarily use technology for adult- or software-driven goals, which often contradict their pedagogical beliefs. Although they advocate for child-centred learning approaches, their technology use predominantly reflects these more structured methods, resulting in misalignments between intended purposes and actual practices. This study highlights the need for diverse technology use, including Free Use, and recommends critical reflection on technology practices to ensure alignment with pedagogical goals for effective implementation. [ABSTRACT FROM AUTHOR]

This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and dialogs from 18 PTs across six teaching cycles were analyzed. The research results indicate that teaching reflection focuses on five themes: the diversity of student situations, the functionality of teaching contexts, the consistency of teaching content, the construction of teacher‒student dialog, and the progression of subject practice activities. The reflection of the PTs strengthened meaningful teaching content and corresponding specific skills, and effective dialog feedback provided external evaluation standards. The reflection prompted teachers to evaluate from multiple perspectives and levels and provided important insights to promote the development of situated and dynamic PCK. This study concludes with a discussion of the practical implications and potential for future research to develop a situated and dynamic PCK for PTs. [ABSTRACT FROM AUTHOR]

The teacher’s teaching ability is closely related to Pedagogical Content Knowledge (PCK). Teachers need to have PCK self-efficacy to support producing good performance in integrating PCK when teaching. Therefore, teacher education institutions must pay attention to PCK self-efficacy. During microteaching course activities, we learned that mastery of knowledge and teaching practices could increase PCK self-efficacy. Still, there is a decrease in PCK self-efficacy after self-reflection activities. Thus, we researched how these factors can increase or decrease their PCK self-efficacy. Research questions in this study include 1) How can mastery of knowledge and teaching practice shape the PCK self-efficacy of preservice physics teachers? and 2) How does teaching reflection shape the self-efficacy PCK of physics teacher candidates? This research is qualitative, with interviews. This study collected data by interviewing 17 of 51 preservice teachers with significant self-efficacy changes. The interview data was processed by giving codes; then, the codes were summarized to be used as conclusions. It was obtained that mastery of knowledge related to PCK makes them feel ready to teach. This readiness makes PCK self-efficacy increase. Positive reactions and feedback from lecturers and peers also increase the PCK self-efficacy of preservice teachers as validation that teaching abilities are indeed good. The increase in PCK self-efficacy after teaching practice activities was allegedly caused by the “reality shock” experienced. The decrease in self-efficacy is related to their metacognitive ability to realize that their teaching ability is still lacking. Therefore, we recommend further research on metacognition’s role in preservice teachers’ self-efficacy. [ABSTRACT FROM AUTHOR]

This article examines Early Childhood Studies students' enjoyment, confidence, and broader experiences of teaching mathematics to the under-fives. The underpinning, two-phase study took place in a university in England using online questionnaires and interviews, with this article focusing on the findings from the interviews. Drawing upon Bronfenbrenner's Ecological Theory (1979), this article builds on current knowledge by highlighting that students' own broader experiences of mathematics at school and during childhood have shaped their emotional attitude to mathematics by exploring their enjoyment and confidence of teaching mathematics in comparison to other subjects. This has implications for the support and training in the teaching of mathematics of those in the early years workforce and for the course content of Early Childhood Studies degrees. [ABSTRACT FROM AUTHOR]

The aim of this study to determine the knowledge and behavior of preservice schoolteachers regarding respiratory infections and COVID-19 measures, as well as their vaccination confidence and impacting factors. For this purpose, a descriptive study was conducted with 306 college students in their senior year at 11 universities. The Kruskal–Wallis χ², Mann–Whitney U test, and regression were employed. Among the participants, 41.5% correctly identified the areas that were missed in handwashing, while 12.7% stated that vaccinations were the most effective way of protecting the community from infections. The participants’ mean score was 56.03 ± 12.78 on the Vaccination Confidence Scale. The vaccination confidence of the preservice teachers who would be advising students’ parents to have their child vaccinated was 8.15 units greater (β = 8.150; p < .001). The vaccination confidence score of those who did not want to get the coronavirus vaccine was 7.943 units greater (β = 7.943). In conclusion, the knowledge of the participants about preventing infectious respiratory diseases is unsatisfactory. Vaccination confidence is low. [ABSTRACT FROM AUTHOR]

The goal of this study was to perceive how professional socialisation fostered the professional identity formation of physical education preservice teachers. For that, we intended to study the preservice teachers’ school placement and its influence on their professional identity formation. This investigation was designed using a qualitative research method, with data gathered through semi-structured interviews with six preservice teachers. Each participant was interviewed three times throughout the school year. Findings show that these individuals’ beliefs or convictions about the teaching profession were rarely influenced by the school placement and initial teacher education programme, as participants were already acquainted with the profession. The participants recognised the value of the school placement, but they emphasised that throughout this period of professional socialisation, they only learned practical teaching skills. These preservice teachers’ sense of self as professionals was based on their identification as teachers in the educational setting. We conclude that, whereas initial teacher education programme had a lasting impact on physical education preservice teachers’ performance as teachers, it had a residual influence on their professional identity. [ABSTRACT FROM AUTHOR]

The amount of research discussing preservice teachers’ (PSTs) critical reflection on teaching practicum in transformative learning (TL) within teacher education programs is evident. However, research investigating PSTs’ pedagogical competence (PC) and TL through the lens of critical reflection on Indonesian EFL teaching practicum settings is limited. The study aimed to investigate what PSTs learned from critical reflection on a dual online-offline teaching practicum for developing PC and how they performed TL. Ten PSTs engaged in a two-month teaching practicum experience within the English teacher education preparation program of a state university in Central Kalimantan Indonesia were purposely sampled in this case study. Multiple data were garnered through reflective journals and focus group interviews. Data were analyzed deductively and thematically to explore prominent themes. The results shed some light on lessons learned encompassing the instructional practices for PSTs’ PC development and their improved PC. PSTs performed TL by boosting students’ ability in changing mindsets and thinking habits in learning and making them aware of learning and becoming better learners. The research implication provides empirical evidence pertaining to how critical reflection on the dual online-offline teaching practicum contributes to PSTs’ PC development and TL performance for professional development.

Despite policies favoring delivery of interventions for children with communication disorders in the classroom, most school-based interventions are delivered outside the classroom. Both teachers and speech-language pathologists (SLPs) have been found to have positive attitudes toward classroom-delivered intervention and the collaboration skills required to implement it. The purpose of this study was to explore preservice teacher and SLP attitudes toward inclusive service delivery and perceptions of their collaboration skills. The study used convergent mixed-methods, two-group design with participants completing an assignment requiring interprofessional collaboration. Twenty-nine preservice teachers and SLPs consented to the preassignment survey, and 37 consented to the postassignment survey. Compared to preservice teachers, preservice SLPs more strongly agreed that interventions are best delivered in the classroom. After the collaborative assignment, participants more strongly agreed that SLPs should implement classroom-based interventions. The preservice SLPs more strongly agreed that they had skills to identify children's language needs in the classroom. Barriers to collaboration included differences in goals, role understanding, and level of preparation across the professions. The findings suggest that to foster more inclusive delivery, professional preparation programs require more focus on building skills in respectfully managing differences in what each professional brings to classroom-based language interventions. [ABSTRACT FROM AUTHOR]

The aim of this research was to evaluate and compare the efficiency of the flipped learning strategy with that of a conventional teaching method with respect to learning outcomes, cognitive gain, and perception and satisfaction with regard to the methodology used. The research was carried out during the 2021-2022 academic year and focused on a molecular biology course within a primary education Bachelor's degree programme, which included a total of 146 students. In order to assess the students' comprehension of the mechanisms involved in DNA replication, transcription and translation, we employed two different methods: the multiple-select Central Dogma Concept Inventory (CDCI) and a concept-mapping activity. A three-point Likert-type scale questionnaire was used to investigate the pre-service teachers' perceptions of the methodological approach that we used. The results show that the flipped learning pedagogical approach not only increases pre-service teacher’s performance but also enables them to develop higher level cognitive skills than with traditional methodology. However, several features of the central dogma processes remained poorly understood, probably because of the multilevel and invisible nature of the molecular biology, and the lack of knowledge of the molecular interactions that facilitate these processes. The preservice teachers had a more positive perception of the teaching approach and their own competence when they followed the flipped model. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers' teaching performance during student teaching and their professional development in the early stage. This study adopted a quantitative research method to examine the changes in the self-efficacy and pedagogical beliefs of preservice teachers after student teaching during the initial teacher education stage in the Japanese context and how preservice teachers' self-efficacy and pedagogical beliefs changed during the COVID-19 pandemic. A sample of 133 preservice primary teachers in a university in Western Japan was recruited in this study. Two structured surveys were used to collect the data, and factor analyses and paired t-tests were fitted. This study verified the validity and internal consistency of two surveys in the Japanese context. The results showed that the Japanese preservice teachers' self-efficacy made a steeper change after student teaching. Their pedagogical beliefs increased significantly, however, yielded a small effect. The results suggested that student teaching is an essential source of influence on preservice teachers' self-efficacy and pedagogical beliefs. This study contributes to the meaningful application of theories developed in the West to Japan by highlighting the Japanese educational context. This study provides implications for effectively reinforcing preservice teachers' self-efficacy and pedagogical beliefs through developing deeper reflection skills, thus supporting them to overcome various challenges in their future teaching careers. [ABSTRACT FROM AUTHOR]

Work-Integrated Learning (WIL) stands as a formally supervised and assessed program designed for preservice teachers to apply and refine their teaching skills within school settings. This study addresses the inquiry of how to effectively involve preservice teachers in the assessment of their WIL experiences. Employing participatory action research (PAR) as the chosen methodology, the research engaged with nine preservice teachers actively involved in WIL, a teaching practice officer, and five teachers serving as mentors to the students. Data collection was performed utilizing the principles of free-attitude interviews and participant observation. The ensuing data underwent interpretation and analysis employing the framework of critical discourse analysis. The findings revealed a pronounced need for collaborative efforts among assessors, mentor teachers, lecturers, and preservice teachers. Establishing robust collaboration emerged as the most viable solution for engaging preservice teachers in the assessment of their Work-Integrated Learning experiences. [ABSTRACT FROM AUTHOR]

In recent years, there has been an increased interest in multiculturalism in teacher training around the world. This qualitative study examined Arab Bedouin preservice teachers' (PSTs) experience teaching in a Jewish school in times of political and social tension in Israel. Data from 30 PSTs were collected through semistructured interviews, reflective diaries, and questionnaires. Analysis of the findings reveals a complex multidimensional picture of professional, personal, and cultural challenges and opportunities that the PSTs faced. The findings show the experience of teaching in a multicultural environment within the framework of the teacher training programme in optimistic light. [ABSTRACT FROM AUTHOR]

The purpose of this study is to review the course syllabus for mathematics teaching methods with a lens to identify topics related to Sustainable Development Goals (SDGs) and develop strategies to promote their understanding among the students. This study involved two phases. Phase 1 used the capacity building model to train teacher educators to review the syllabus, map the curriculum, and identify topics nearest to SDGs. In Phase II, teacher educators developed three teaching mathematics modules on infusing SDGs in the course using the DeCoRe + methodology. The developed modules were implemented in the Teaching Mathematics Methods II course with 39 preservice mathematics teachers over a semester (14 weeks). The students' concept maps were analyzed by using rubrics which have five categories (excellent, very good, good, fair, and failing) and to relate to SDG understanding as: knowledge representation, interconnectivity, the meaningfulness of links, complexity, contextuality, and transformation. The result from the students' concept maps showed that students' understanding for SDGs are good for knowledge representation, interconnectivity, and meaningfulness of links. However, students showed "fair" for complexity, contextuality, and transformation whereby linkage of the different SDGs are given. In conclusion, our exploration of integrating SDGs into a mathematics teaching methods course using DeCoRe+ has demonstrated promising outcomes. Our findings indicate that students not only acquire knowledge but also internalize key concepts, empowering them to contextualize and integrate SDGs within the mathematics curriculum. This preparation equips them with the necessary skills to become future educators capable of seamlessly incorporating sustainability principles into their teaching of mathematics. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative participatory research study was to explore what happens when English language arts (ELA) preservice teachers collaborate to develop multimodal, intersectional, and critical feminist empowerment literacy curricula. This study centered on the following research question: How do ELA preservice teachers make sense of how pop-cultural, multimodal texts such as VSCO stickers frame girlhood and womanhood? Multiple data were collected: audio and video recording transcripts of monthly Saturday workshops, artifacts, such as curriculum writing and workshop photographs, researcher journals, analytic memos, and a shared Google Drive of written student thinking. The constant comparative method was used to analyze and triangulate the data. Analyses of data revealed that preservice teachers were able to critically analyze consumerism relating to VSCO stickers and girlhood and were able to notice how stickers typecast and reify individualism while also navigating authenticity during self-selection and categorizing stickers. Additionally, data analysis demonstrated how critical literacies played a role in the preservice teachers’ understanding of how several groups, communities, and individual voices were not recognized in the marketing and consumption of VSCO sticker packaging as well as providing additional gender biases in society. [ABSTRACT FROM AUTHOR]

High-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with disabilities. This study investigated the impact of a training programme on the quality of individualised education programme (IEP) goals written by Turkish special education preservice teachers and examined whether participants could transfer goal writing skills from preservice to in-service settings. A total of 44 preservice teachers participated in the study and were randomly assigned to service-as-usual control or training groups. Preservice teachers in the experimental group received a manual focused on writing high-quality IEP goals and participated in a series of two in-person trainings across 2 weeks. Preservice teachers in the control group were given the same manual focused on writing high-quality IEP goals and asked to review the manual. Results showed that the training method used was effective in improving the quality of IEP goals special education preservice teachers developed and wrote. Moreover, preservice teachers maintained their performance during the 4-month follow-up and demonstrated evidence for generalisation of skills to in-service settings at 12 months post-training. [ABSTRACT FROM AUTHOR]

This study describes preservice teachers' beliefs about teaching mathematics for social justice (TMSJ) after experiencing a two‐part professional development (PD) workshop on the subject. The research question is: To what degree does a PD experience, designed by a preservice teacher, influence preservice teachers' beliefs about TMSJ? The lead author is a preservice teacher who designed and enacted two workshops for education majors at Midwest University. Results indicated that preservice teachers' beliefs were statistically significantly different, with their beliefs trending toward "more strongly agree" about TMSJ after the two‐part PD. There was also less variance in their responses to the survey after the PD compared to before it. This research offers (a) a narrative of preservice teacher‐driven PD and (b) a rich description of a PD for preservice teachers, thus adding to prior literature about in‐service teachers' outcomes. [ABSTRACT FROM AUTHOR]

Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers' intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preservice teachers in Taiwan. Analysis results showed that stronger IBLSE predicted higher intention for constructivist ICT integration into instructional practices. Believing that the Internet-based information is fragmented (structure belief) and requires justification from multiple sources (justification belief) was associated with higher IBLSE. The structure and justification beliefs also indirectly correlated with the intention of constructivist ICT integration via preservice teachers' IBLSE. Findings can inform instructional practices and interventions pertinent to enhancing preservice teachers' IEB and IBLSE to promote their future constructivist ICT integration in their instruction. [ABSTRACT FROM AUTHOR]

Merkezine sıradan insanı alan yerel tarih, bugün Türkiye dâhil dünya üzerindeki birçok ülkede, öğrencilere önemli yeterlilikler kazandırabilme potansiyelinden dolayı, bir öğretim yöntemi olarak sosyal bilgiler/tarih öğretimi programlarında yer almaktadır. Ancak yerel tarihin sağlayacağı yeterlilikleri gerçekleştirebilmek için öğretmen adaylarının lisans eğitimleri sırasında bu yönteme yönelik uygulamalı etkinlikler yaparak tecrübe kazanmaları çok önemlidir. Bu araştırmada; sosyal bilgiler öğretmen adaylarının yerel tarih öğretimi özelinde gerçekleştirdikleri etkinliklerle ilgili görüşleri ortaya koymak istenmiştir. Araştırmanın katılımcılarını Balıkesir Üniversitesi Necatibey Eğitim Fakültesi Sosyal Bilgiler Eğitimi Anabilim Dalı’nda öğrenim gören 55 öğretmen adayı oluşturmaktadır. Durum çalışması modeliyle gerçekleştirilen araştırmanın verileri açık uçlu anket, öğrenci günlükleri, etkinlik değerlendirme formu ve araştırmacı gözlem notlarıyla elde edilerek içerik analizi yöntemiyle analiz edilmiştir. Katılımcılar gerçekleştirmiş oldukları yerel tarih etkinlikleri sırasında en çok yaptıkları görüşmelerden haz aldıklarını belirtirken, en fazla zorluğu kaynak bulma ve bilgi edinme konularında yaşadıklarını ifade etmişlerdir. Yaptıkları etkinliklerin kendilerine kişisel/sosyal gelişim ve öğretmenlik mesleği açısından birçok katkı sağladığını dile getiren katılımcılar, Yerel Tarih Araştırmaları dersinin ve etkinliklerinin daha etkili olarak gerçekleşebilmesi için yapılacak sonraki uygulamalarda özellikle öğrencilere daha fazla rehberlik yapılması önerisini ön plana çıkarmışlardır. Araştırma sonucunda elde edilen bulgular doğrultusunda sosyal bilgiler öğretmen adaylarına başta yerel tarih öğretimi konusunda teorik ve uygulamalı eğitimler verilmesi olmak üzere bazı önerilere yer verilmiştir.

The notion of "professional" is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice. This study investigated how a group of Australian early childhood preservice teachers presented themselves professionally on social media, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on Instagram. The paper is guided by Foucault's concepts of self writing. Findings are organised around four themes of selfwriting processes: collecting, selecting, annotating, and managing time and tasks. Two narratives are revealed. In the context of the kindergarten placement, the posts constituted a journey of continuous improvement against all odds. In contrast, the infant placement experiences evoked a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context. [ABSTRACT FROM AUTHOR]

The main aim of this study is to analyse whether scholarly creativity can be linked to the reading process (reading preferences and reading metacognition) of preservice teachers. The research was carried out using a quantitative, descriptive, exploratory, cross-sectional design. The sample consisted of 254 Spanish and Chilean preservice teachers, who were administered online three previously validated questionnaires on creative self-perception, reading preferences and reading strategies. Both descriptive and inferential statistical analysis have been used. The results show a medium-high level of reading metacognition, with a preference for the use of problem-solving strategies while reading and for reading in digital format for academic purposes. There were statistically significant differences both in reading preferences, strategies and creative self-perception according to country (with Chilean students scoring higher in all of them), but no differences were found according to gender. There were positive correlations between creative self-perception in the scholarly domain and reading preferences (ρ=.275 for academic digital and ρ=.433 for academic print) and metacognition (ρ=.445). Academic reading in printed format and global reading metacognition were also found to be significant predictors of self-perception in scholarly creativity, which support the theories of the need of skills in a specific domain to be able to develop creativity in such domain. The study concludes by assessing the implications of this relationship between reading and creativity, proposing the suitability of promoting both metacognitive reflections on the way to consolidating a learning focusing on the process, especially important in the case of future teachers. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates how playwork practices enhance the professional development of pre-service preschool teachers (PSTs) and explored the power of playwork practices on pre-service teachers' perceptions of play. Titled "Play for the Planet," the project involved 32 PSTs from early childhood education courses at a university, impacting around 650 preschool children and 300 families across two phases beginning in 2021. As part of their training, the PSTs managed loose playgrounds in a local open traditional park space and evaluated the impact of playwork practices on their growth and understanding of play. The findings reveal that playwork with loose parts not only deepens PSTs' comprehension of children's play but also significantly advances their professional development, fostering a richer appreciation of the pedagogy of play and equipping future educators with the skills to effectively support holistic child development. [ABSTRACT FROM AUTHOR]

The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to examine the professional identity development of preservice preschool teachers. In this research, currere method, which is an educational autobiography creation technique, was used. A total of 20 Turkish female preservice preschool teachers participated in the study. The data of research was collected via autobiographies written by preservice preschool teachers. The results indicate that preservice preschool teachers were influenced by their families and by their passionate teachers in their past educational life. Also, the future expectations of preservice teachers have an effect on their present educational experiences. In addition, preservice teachers stated that the autobiographical writing process providing them with the opportunity to review their past, present and future expectations. They stated that this opportunity helped them get to know themselves better and structuring their ideas about their personal and professional lives. [ABSTRACT FROM AUTHOR]

This study aims to implement preservice teachers' first thoughts on the role of spreadsheets in learning specific mathematics content. The article presents exemplary materials designed based on the Technological Pedagogical Content Knowledge (TPACK) framework. The exemplary materials in this study mentioned the subject-specific activities and paid attention to Technological Content Knowledge. Thirtysix preservice teachers enrolled in mathematics education courses at the Ho Chi Minh City University of Education in Vietnam participated in this study. They played two roles: (1) as a secondary school student to experience solving an exercise in a French textbook related to learning the content of functions in the spreadsheet environment; (2) as a teacher to answer seventeen questions related to the TPACK framework. A qualitative analysis of their responses revealed that the strategy implemented could partly promote the in-depth reflection on technology in teaching mathematics among preservice teachers. The suggestions to improve some questions and the implication for teacher training are also discussed. [ABSTRACT FROM AUTHOR]

In this study, in which the quantitative research approach was adopted, we examined the relationship between the lifelong learning skills of preservice teachers and their game perceptions with the relational survey model. We used the descriptive survey model to investigate whether the preservice teachers' lifelong learning skills and game perceptions differ according to gender, grade level, number of books read, maternal/paternal education level and family income level. The sample consists of 1071 (Female: 823; Male: 248) preservice teachers who have studied at various universities in Turkey in the 2021-2022 academic year. We used the convenience sampling model in the choosing of relevant universities. In the data collection process of this study, we used two different measurement tools, 30 items “Lifelong Learning Skills Scale” and 20 items “Game Perception Scale. The results show that there is a significant difference between the function of the game, the level of interest/interest/discovery in the game and gender in favor of female. We found that preservice teachers' increased grade level, increased frequency of reading books, and higher levels of maternal education enhance their lifelong learning skills. We observed that a positive and meaningful relationship between preservice teachers‟ lifelong learning skills and play perceptions. We also found that preservice teachers with a high level of education and income of parents have high communication skills in a foreign language. On the contrary, we observed that preservice teachers with lower levels of income have higher gaming perceptions. [ABSTRACT FROM AUTHOR]

This study examined the implementation and effectiveness of a comprehensive school physical activity program (CSPAP)-informed, 15-week physical education secondary methods course, adapted from its previous in-person format to be completely online for fall 2020 during the COVID-19 pandemic. The participants were 15 preservice physical education teachers (PPETs) and three course instructors. Each PPET taught six virtual physical education lessons to middle and high school students learning at home. Multiple data sources including focus groups, individual interviews, and course artifacts were analyzed to address research questions centered on the fidelity of course delivery, adaptations made to the course during implementation, and the PPETs' approach to lesson planning and teaching. The findings showed a high level of implementation fidelity, and few adaptations were made to the course. Three themes were identified with respect to the PPETs' pedagogical approach: personalization, inquiry-based instruction, and resilience. This study provides a case example of trying to prepare PPETs for professional roles in the COVID era. [ABSTRACT FROM AUTHOR]

This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master’s degree in bilingual education (Spanish–English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.