Education Commons^™

Measuring Motivation To Predict Perceived Success In E-Learning Courses For Pre-Service Teachers: A Predictive-Correlational Study, Erin G. Fleming

Doctoral Dissertations and Projects

This study examined whether a predictive relationship exists between perceived success in e-learning courses for pre-service teachers and their motivation toward learning at the college level. In this post-pandemic, technology-driven world, e-learning is more prevalent than ever. Understanding who will be successful in these courses is imperative. This study aimed to determine whether perceived success in e-learning courses for pre-service teachers could be predicted by their intrinsic motivation, extrinsic motivation, and amotivation scores. This predictive-correlational study utilized logistic regression to test the predictor variables: intrinsic motivation, extrinsic motivation, amotivation, motivation subsets, gender, age, sex, and program type against the criterion …

Comparing The Experience Of Pre-Service Teachers In The First And Final Semesters In Online Learning Using A Focus Group Study, Suyatno Suyatno, Sibawaihi Sibawaihi, Wantini Wantini, Dzihan Khilmi Ayu Firdausi, Lilis Patimah

The Qualitative Report

Since the outbreak of COVID-19, online learning has become the innovation and an alternative virtual education adopted by universities, due to campus closures. The sudden adoption of the innovation without prior preparation and training causes the ineffective implementation of online learning in most institutions. Based on this description, insufficient information is available regarding the experiences of the student population, which are the most affected by online learning in higher education. Therefore, this study aims to explore the experiences of pre-service teachers regarding their numerous abilities to provide a good online learning program. Using a qualitative focus group study design, data …

Filling The Third Circle With Interdisciplinary Lesson Planning: A Case Study Of Pre-Service Teachers, Garrett Steede, Rebecca D. Swenson, Troy D. Mckay

Journal of Human Sciences and Extension

The three-circle model of agricultural education focuses on the importance of in-class instruction, supervised agricultural experiences, and FFA involvement. The agricultural communications career pathway is available to students through agricultural communications supervised agricultural experiences (SAE) programs and career development events within FFA. However, specific curriculum that teaches agricultural communications in the classroom is not readily available. The purpose of this qualitative case study was to examine the interdisciplinary lesson planning and integration process of pre-service teachers with focus on opportunities and limitations to teaching communication in the agriculture, food, and natural resources (AFNR) curriculum. In this case study, four pre-service …

Tensions In The Student Teaching Triad: A Case Of Competing Views Of Responsive Instruction For Latinx Students, Juan M. Gerardo, Evthokia S. Saclarides

Journal of Educational Supervision

This case provides opportunities for students to think more deeply about tensions that arise in the pre-service teacher (PST)-mentor teacher-supervisor triad when there are competing views about responsive instruction for Latinx students. Furthermore, this case illustrates how shared social identities among triad members do not necessarily mean there is a shared stance of how to work with Latinx students that aligns with research-based recommendations. The accompanying teaching notes, discussion questions, and classroom activities expose students to relevant literature, introduce them to the concept of courageous conversations, and enable them to role play.

The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin

Australian Journal of Teacher Education

Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia’s Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs’ PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental group-by-time design was used to determine the impact of the intervention. Contrary to …

Evaluation Of Learning Process: Knowledge Of Ict Integration Among Pre-Service English Language Teachers, Dyah Setyowati Ciptaningrum, Nur Hidayanto Pancoro Setyo Putro, Nila Kurnia Sari, Nurqadriyanti Hasanuddin

REID (Research and Evaluation in Education)

This research aims at investigating the knowledge of ICT integration among the students of the English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical …

Pre-Service Teacher Reflection And Feedback Using An Online Video Platform During Professional Experience, Michael Cavanagh

Australian Journal of Teacher Education

This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that …

Examining The Identities Of White Cisgender Female Elementary Education Pre-Service Teachers: A Qualitative Case Study, Kayla Schroeder

Masters Theses, 2020-current

Each year, elementary classrooms in the United States become increasingly culturally diverse, yet teachers of these classroom remain primarily White and female. While most teacher education programs require pre-service teachers to enroll in at least one course related to diversity education, many of these future educators do not feel adequately prepared to teach students who hold different identities or life experiences. In a qualitative analysis of class observations, participant submitted coursework, and individualized interviews, this case study sought to explore how four White cisgender female pre-service elementary teachers applied knowledge from one undergraduate diversity course to topics of identity, power, …

Teachers Are: Analyzing The Metaphors Of Pre-Service Educators, Matt Ridenour

Northwest Journal of Teacher Education

Metaphors are often used by in-service educators to describe themselves and their work in the classroom. These metaphors can articulate in-service teachers’ fundamental dispositions and provide the vehicle for conceptualizing teaching practices. Pre-service educators (those engaged in preparation to enter the teaching vocation), however, are a different population for whom metaphors represent relatively untested assumptions about the classroom and the practices that pervade it. These metaphors should be considered an asset which, if effectively utilized, can aid in the work of teacher preparation. To that end, this study employed the Conceptual Metaphor Theory of Lakoff & Johnson (1980) within the …

The Case For Grammar: What Preservice Teachers Need To Know About Metalinguistic Awareness, Aimee Schoonmaker, Kerry L. Purmensky

Journal of English Learner Education

The present study focused on preservice teachers’ grammar knowledge and its importance for their future students’ understanding and use of language, particularly English Learners. This quasi-experimental one-group pretest-posttest study investigated the grammar knowledge of preservice teachers who were enrolled in an undergraduate applied linguistics course at an urban university in the southern United States. The results confirmed prior research which found that preservice teachers are not knowledgeable enough about English grammar when explaining sentence level errors. This study demonstrated that preservice teachers’ basic understanding of English grammar can be increased in a short time, particularly in the recognition of simple …

Mentor’S Perspective: Impact Of Working In A Professional Development Partnership, Kimberly Tucker

Boise State University Theses and Dissertations

The purpose of this single case study was to explore a Physical Education (PE) mentor teacher’s perception of working with a Professional Development Partnership (PDP) for over 17 years. The researcher coined the new term PDP, which deviates from a Professional Development School in that a PDP is not a school-wide endeavor. A PDP can be a model used for a teacher education program for subject areas where there are limited, or only one, teacher at the given school, as seen in PE.In particular, this study examined how a PDP influenced a mentor teacher’s professional development and the ways in …

Contributors Of Pre-Service Teachers’ Self-Efficacy For Teaching In Inclusive Classrooms: How Predictors Of Self-Efficacy Change Over Time, Evan Charles

Electronic Thesis and Dissertation Repository

This study investigated the extent to which demographic, experiential, and belief factors at two points in time predict pre-service teachers’ self-efficacy for teaching in inclusive classrooms, and how predictors change over time. Two hundred sixty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Teaching and Learning Questionnaire (BTLQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) toward the beginning and at the end of their teacher education. The results showed that at both times, Canadian pre-service teachers have very strong pro-inclusion beliefs and have very high levels of self-efficacy for teaching in inclusive classrooms. Significant improvements over …

A Comparative Study Of The Global-Mindedness Of Freshmen And Senior Students At Northern Michigan University, Anthony Barnes

All NMU Master's Theses

Our global society has become increasingly interconnected. It is therefore necessary, no matter who you are or where you live, to be globally-minded and understand that now more than ever the consequences of our actions will have global implications. Although studies have been done to measure the global-mindedness of university students, and more specifically pre-service teachers, research was needed to compare the global-mindedness between freshmen and senior pre-service teachers. This quantitative study measured the global-mindedness of freshmen and senior university students at Northern Michigan University using the global-mindedness survey (GMS) designed by Hett (1993). The results showed no statistically significant …

Pre-Service Teachers' Science And Web 2.0 Affect And Aspiration: A Survey Study, Yu Song

Electronic Thesis and Dissertation Repository

Teachers’ affect and aptitude towards science and technology influence their students through their teaching, other activities, and informal interactions. The study explored and understand Ontario pre-service teachers’ affects toward science and Web 2.0 by designing and validating a questionnaire that includes demographic, usage, and scale questions; and by surveying 134 B.Ed. students. The science part of the survey was validated and analyzed, the Web 2.0 scale items were excluded because of low correlation.

The results indicate that: (1) Pre-service teachers have overall high motivation, high self-efficacy, a positive attitude, and medium aspiration towards science. (2) Science motivation, self-efficacy, attitude, and …

A Pre-Service Math Teacher's Analysis Of Practice Through The Lens Of Research, Andre Vaquero, Laura D. Sabella

Journal of Practitioner Research

Understanding the prior knowledge and schema students bring to a lesson is important (Veenman, 1984), and without that crucial understanding, a teacher can create a gap between what students can actually learn and what the teacher is trying to teach (Schraw, 2006). After a pre-service math teacher realized valuable instructional time was wasted when students could not follow his instruction, he undertook this study to examine scaffolding as a problem of practice. In a high school Algebra 1 class, he taught a series of lessons during a unit on rational functions with a focus on understanding student foundational knowledge and …

Preservice Teachers’ Perceptions Of Mathematics Through Drawings--Research, Adam Akerson

Kentucky Journal of Excellence in College Teaching and Learning

Research indicates that mathematics anxiety is particularly high in pre-service teachers (Bekdemir, 2010; Gresham, 2007; Hembree, 1990). These future teachers will soon be entering classrooms of their own, responsible for teaching mathematics to young children, who need strong teachers. A 2013 report from The National Assessment of Educational Progress (NAEP), found that 42% fourth-graders performed at or above the proficient level in math (NCES, 2013. The purpose of this study was to examine elementary pre-service teacher candidates (PSTCs) perceptions of mathematics, through drawings. Drawings were analyzed before and after a semester-long field experience in a constructivist mathematics environment. The participants …

Using A Collaborative Assessment Design To Support Student Learning, S Kennedy-Clark, S Kearney, V Galstaun

Education Papers and Journal Articles

The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources using a learn-technology-by-design framework. The benefits for students in using a learn-by-design approach have been well researched, and the research has covered a broad range of research streams. A design-based research approach underpins the research. This paper presents the observational data, which was collected in an ICT in the Education unit of study. The collaborative design assessment provided pre-service teachers with the opportunity to collaboratively build an Interactive Whiteboard (IWB) resources …

Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel

Australian Journal of Teacher Education

Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring variations in pre-service language teachers’ motivations, and concerns in order to understand how their identity is developed throughout teacher education programs. Data were collected from 121 pre-service language teachers at a state university in Turkey through their written reports. The differences across years with respect to their motivations and concerns indicated that as pre-service language teachers proceed along …

Project Evidence: Responding To The Changing Professional Learning Needs Of Mentors In Initial Teacher Education, Jeanne Maree Allen, Simone White, Cheryl Sim

Australian Journal of Teacher Education

This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of Project Evidence, an Australian Office of Learning and Teaching funded project, designed to support teacher education through the development of a professional learning website. Our focus in this paper is our growing understanding of the complex work of teachers as they navigate new supervisory and mentoring roles in the current education context of high stakes standardisation. We examine the implications for their changing work practices within …

An International Comparison Study Of The Alignment Between Standards And Assessment Of Pre-Service Elementary Mathematics Teacher Preparation Courses, Vilma Guadalupe Duke Escobar

Boise State University Theses and Dissertations

This study addresses the extent to which components of pre-service elementary teachers’ mathematics programs are aligned. Specifically, it includes an analysis of national standards and assessments for elementary mathematics education courses at universities in two countries, the United States and El Salvador. Understanding that the quality of school education is closely linked to pre-service teacher education, the purpose of the study is to contribute much-needed information to assess and improve pre-service elementary mathematics curriculum in both countries. Using Webb’s framework for standards-assessment alignment, data include the Mathematical Education of Teachers II (MET II) standards from the United States and Study …

A Service-Learning Immersion In A Remote Aboriginal Community: Enhancing Pre-Service Teacher Education, Shane D. Lavery, Glenda Cain, Patrick Hampton

Patrick Hampton

This article examines a service-learning immersion undertaken by pre-service primary teachers in a remote indigenous community and school in Western Australia. The article initially presents the purpose and significance for the immersion in the light of the Australian National Professional Standards for Teachers. The article subsequently outlines the aims and structure of the immersion program. The qualitative methodology underpinning the research is then summarised. Specifically, data were collected pre-immersion (focus group interview and guided journal writing), during the immersion (guided journal writing) and post immersion (focus group interview). Student reflections generated four themes: personal development, professional knowledge, cultural awareness, and …

Service-Learning: A Valuable Means Of Preparing Pre-Service Teachers For A Teaching Practicum., Anne Coffey, Shane Lavery

Anne Coffey

Abstract The use of service-learning as a teaching methodology is in its infancy within Australian tertiary institutions. Parker et. al., (2009) noted that, until recently, community service-learning has been under-utilised within the Australian higher education system. Within teacher education programs, service-learning has been used primarily as a means of providing real-life experiences for pre-service teachers as well as developing their personal and professional skills. The research conducted in this study focused on ways involvement in a service-learning experience could contribute to the preparation of pre-service secondary teachers for their first teaching practicum. The participants included Bachelor of Education, Master of …

Course Delivery Methods And Perceptions Of Self-Efficacy Of Pre-Service Teachers, Susan K. Anselm

Graduate Theses and Dissertations

Conflicting research results regarding outcomes for distance versus face-to-face course delivery methods, as well as a lack of that research, presents a need for further research into distance education. This mixed methods study adds to the existing literature on distance education, and will provide specific research exploring pre-service teachers’ perceptions of their self efficacy in the context of teacher education. This study is descriptive in nature, and has a dual purpose: to add to the existing knowledge base regarding distance education models and traditional face-to-face delivery models in teacher education, and to inform program designers about the impact of these …

Teacher Bullies Or Frustrated Teachers? How The Classroom Environment Affects The Teacher-Student Relationship, Susan P. Mcmillan-Quilantan

Ed.D. Dissertations

This quantitative research study examined the issue of teacher-student bullying behavior as perceived by third through eighth grade teachers in three suburban schools to determine if there was any relationship between teacher bullying behavior and an inclusive classroom setting. Two survey instruments were used, the Survey of Teachers’ Attitudes toward Inclusion (Cochran, 1998), and the Survey on Bullying Teachers and Teacher Bullying (Twemlow, Fonagy, Sacco, & Brethour, 2006). The results indicated there is a statistically significant difference between special education teachers’ and general education teachers’ attitudes toward inclusive classrooms. The results also indicated that teacher bullying occurs across settings by …

Examining Changes In Pre-Service Teachers’ Beliefs Of Pedagogy, Lynn Sheridan

Australian Journal of Teacher Education

Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’; pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are …

Preservice Teachers’ Perceptions Of Mathematics Through Drawings, Adam Akerson

Faculty Publications

Research indicates that mathematics anxiety is particularly high in pre-service teachers (Bekdemir, 2010; Gresham, 2007; Hembree, 1990). These future teachers will soon be entering classrooms of their own, responsible for teaching mathematics to young children, who need strong teachers. A 2013 report from The National Assessment of Educational Progress (NAEP), found that 42% fourth-graders performed at or above the proficient level in math (NCES, 2013. The purpose of this study was to examine elementary pre-service teacher candidates (PSTCs) perceptions of mathematics, through drawings. Drawings were analyzed before and after a semester-long field experience in a constructivist mathematics environment. The participants …

Pre-Service Teachers And Technology Integration: International Cases And Generational Attitudes Toward Technology In Education, David J. Mulder

Faculty Work Comprehensive List

The current generation of young teachers entering the profession is often presumed to have an easy comfort with and seemingly innate understanding of technology. Prensky (2001) has gone so far as to name them “digital natives” and has claimed that members of the millennial generation “think and process information fundamentally differently from their predecessors” (p. 1). However, recent studies in several English-speaking western nations call the millennial generation’s innately skillful use of technology into question, and some studies of millennial teachers indicate that they are, in fact, no better at integrating technology into their teaching than their colleagues from other …

Perceptions Of Completers Of A Four-Task Teaching Performance Assessment, Jordan Morton

Walden Dissertations and Doctoral Studies

In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from …

The Correlates Of Turkish Preschool Preservice Teachers’ Social Competence, Empathy And Communication Skills, Emine Ahmetoglu, Ibrahim H. Acar

Department of Child, Youth, and Family Studies: Faculty Publications

The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher’s personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field completed a Demographic Information Form on personal and educational characteristics, the Social Skills Inventory (SSI) Scale measuring their social competence, The Scales of Empathic Tendency for measuring empathy skills, and a Communication Skills Evaluation Scale measuring communication skills. Bivariate Pearson-correlations, independent t tests, and one-way ANOVAs were used to test study …

Pre-Service Teachers And Climate Change: A Stalemate?, Helen J. Boon

Australian Journal of Teacher Education

Findings from the second phase of a study of pre-service teachers’ attitudes to environmental education and knowledge of climate change are reported in this paper. A sample of 87 pre-service teachers participated in a survey study in the last year of their Bachelor of Education degree to examine developments to their attitudes to environmental education and their knowledge of climate change as a result of training. Results showed their attitudes towards environmental education were consistently favourable, but their climate change science knowledge had not changed as a result of their participation in their degree. Data on preservice teachers’ sources of …