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The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation of the Digital Native Assessment Scale (DNAS). Structural equation modeling (SEM) was conducted to investigate the assumption that digital nativity was a predictor of TPACK competency. It was found that pre-service teachers considered themselves to have high-level ability in both digital nativity and TPACK competency. The most prominent finding of the study was that digital nativity is a significant predictor of TPACK competency. Based on the research findings, implications for practice and suggestions for future studies are also provided. 相似文献
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Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of their motivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs’ impact. 相似文献
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AbstractThis study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed. 相似文献
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AbstractThe purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers’ use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service teachers using significantly more strategies to promote or guide positive student behaviour (namely strategies related to differentiation, prevention and rewards) than the Australian and the Canadian cohorts. Differences may be accounted for by the way in which classroom management is taught. This study highlights the need to actively model and teach preventive-based strategies to pre-service teachers. 相似文献
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This study investigated the effect of expertise-based training (XBT) on the quality of digital stories created by early childhood education (ECE) pre-service teachers. The participants of the study were 69 pre-service teachers from the ECE Department. The study was experimental, utilizing a static-group pre-test/post-test design, supported with qualitative data. Data were collected through analysis and evaluation of digital stories, open-ended questionnaire, and journals. During analysis, an independent t-test was conducted and open coding analysis was applied. The results showed that the XBT group teachers earned significantly higher scores on their digital stories than the traditional group. Moreover, the XBT group focused more on the details of digital story creation, such as emphasizing the purpose of the story during each component; choosing an appropriate tone of voice; using pictures, including characters as Pepe, Kayo, and The Smurfs; and defining key words then applying pictures accordingly. 相似文献
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Chris Botton 《Research in Science & Technological Education》2013,31(3):269-270
Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers.Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B.Design and method: Participants were prompted to develop a written argument to either support or challenge the Turkish government’s decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants’ knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework.Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants.Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge. 相似文献
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Sarah Clark 《Asia-Pacific Journal of Teacher Education》2016,44(2):125-141
Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed. 相似文献
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Fatma Gizem Karaoglan Yilmaz Hatice Durak 《Education and Information Technologies》2018,23(3):1277-1295
Math is a subject in which students are generally not very interested and are unsuccessful compared to other courses. It has been suggested that digital stories designed for educational purposes could be used to prevent students’ lack of interest and failure in this subject. However, designing stories that are fit for purpose is important if the use of digital stories is to be successful. The purpose of this study is to investigate pre-service teachers’ opinions about how they utilized the steps of Gagne’s model while designing digital stories for math lessons. The participants in the study were 49 pre-service teachers studying at a Math Department at a Turkish state university in the spring term of the 2014–2015 academic year. The Pre-service Teachers’ Opinion Form and a Personal Information Form, both developed by the researchers, were used as data collection tools in the study, in which the qualitative method was adopted. Content analysis was utilized to analyze the data collected through open-ended questions. When the findings were examined it was seen that pre-service teachers had designed digital stories in which they often chose to attract attention by creating interesting characters in the “gaining students’ attention” step of Gagne’s teaching model, that the main character stated the objectives/topic in the story precisely in the “informing students of the objectives” step, and that the characters created repeated the previous topic in the “stimulating recall of prior learning” step. In the current study, the integration of digital story design into lesson plans in accordance with Gagne’s model was carried out and pre-service teachers’ opinions about their experiences of this process were investigated. 相似文献
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This study examines Turkish pre-service Information and Communication Technologies teachers’ educational philosophies and occupational anxieties. A total of 800 pre-service teachers participated in the study. Results showed that the predominant educational philosophies among the participants were the existentialism, progressivism, reconstructionism, and perennialism, respectively. Essentialism was the least preferred educational philosophy. In addition, the majority of pre-service teachers expressed a strong belief in both existentialism (95.6%) and progressivism (95.5%). The participants reported low levels of occupational anxiety. Pearson correlations showed very weak or no relationship between the educational philosophies and occupational anxieties. Implications are discussed. 相似文献
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This study investigated the influence of pre-service teachers’ (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised survey and were statistically analysed using hierarchical multiple regressions. Results demonstrated that pre-service teachers’ endogenous instrumentality was a significant contributor for explaining their use of self-regulation strategies. To facilitate pre-service teachers’ use of self-regulation strategies for learning, our findings suggest that, in addition to having intrinsic motivation for learning in their teacher-education courses, they need to have appropriate understandings of how their current course content connects to their future goals to be teachers in order to promote their use of strategies for self-regulation and learning. 相似文献
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Survey-based research was conducted with Australian pre-service teachers to identify the classroom management strategies that they would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections. The pre-service teachers were selective in the type of corrective strategies they would employ, with a preference for relatively less intrusive reactive strategies. All of the pre-service teachers here found rewards and preventative strategies to be the most effective. The only significant differences found between the four-year trained and one-year trained pre-service teachers were around preventative strategies. Specifically, four-year trained pre-service teachers employ preventative strategies significantly more often than pre-service teachers in the one-year teaching course. Similarly, four-year trained pre-service teachers are significantly more confident in using preventative strategies than those in the one-year course. The implications of the results for teacher education programs are considered. 相似文献
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ABSTRACTThis article examines the development of pre-service teachers’ job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers’ perceptions were constructed through relative perspectives, professionality orientation, and realistic expectations during the process of FTE teacher education. Pre-service teachers employed utilitarian concerns to increase access to prestigious universities to the detriment of their academic interests. The professionality orientation of the FTE programme held a profile of isolated curriculum modules, urban-centred approach, and theory-practice divide, resulting in pre-service teachers’ fragmented body of knowledge and weak rural consciousness. Although participants saw significant improvement in living and working conditions of rural schools, their negative perceptions were magnified due to this weak rural consciousness. This study argues that the FTE programme needs to integrate separated courses and embed the components of rural settings in addition to current financial incentives. 相似文献
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The constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n?=?462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective. 相似文献
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Irem Kızılaslan 《欧洲师范教育杂志》2012,35(2):243-254
Despite preliminary findings that preparing teachers for rural positions is of great importance in Turkey’s conditions, little has been reported regarding the measures that need to be addressed in order to effectively prepare teachers for remote areas. In response to this gap, the present study aimed to provide some preliminary views about the expectations of pre-service teachers in relation to rural teaching from a qualitative research paradigm. Data were collected through an open-ended questionnaire from 115 senior pre-service teachers in a large Turkish university. Thematic analysis of the data revealed that participants had polarised views about the issue. While some of them viewed the experience positively, others highlighted the potential challenges. Pre-service teachers’ vague and dichotomous images concerning rural teaching suggested that they had some preconceptions formed through media representations or word of mouth. Implications for teacher education and professional development, along with directions for future research were included. 相似文献
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Yukiko Inoue-Smith 《Asia-Pacific Journal of Teacher Education》2014,42(2):119-131
Offerings of online courses continue to increase in higher education settings, as institutions attempt to meet students’ (and faculty members’) increasing demands for online access. How do pre-service teachers perceive online education? This paper reports the results of a questionnaire-based survey addressing this issue. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The participants were pre-service teachers (N = 237) enrolled in education foundation courses at the University of Guam. This paper discusses educational implications of the results, and makes recommendations for future research. The results from this study may guide teacher education and its efforts to optimise online courses and, at the same time, support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching. 相似文献
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Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined. 相似文献
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Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献