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Providing high-quality mathematics instruction is vital for children because early mathematics skills are a strong predictor of later academic success. Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes toward mathematics and, as a group, report one of the highest levels of mathematics anxiety (Bates, A. B., Latham, N. I., and Kim, J. A. (2013). Do I have to teach math? Early childhood preservice teachers' fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. www.k-12prep.mathematics.ttu.edu; Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. 10.1177/2372732215601438). Nonetheless, very few studies have looked at early childhood mathematics teachers as a group with specific knowledge, skills, and beliefs (Parks and Wager, Journal of Early Childhood Teacher Education 36:124–141, 2015). This study investigated associations among teacher characteristics (e.g., age, educational level), mathematics anxiety, beliefs, pedagogy, and attitudes toward mathematics. Significant differences were found in teachers' mathematics anxiety by PSTs' age but not level of education. The level of education was able to predict PSTs reform-based beliefs and positive attitudes toward mathematics. In light of these findings, it is essential to support both positive attitudes and inquiry-based instructional methods in PSTs to encourage the development of teachers who are confident and competent in teaching mathematics (Lake & Kelly, Lake and Kelly, Journal of Early Childhood Teacher Education 35:262–275, 2014). [ABSTRACT FROM AUTHOR]

Teaching style has long been recognized as a factor influencing students' achievement, particularly in subjects like mathematics. However, its impact on aspiring elementary mathematics teachers, often considered generalists, remains relatively underexplored. Based on the theoretical underpinning of self-determination theory, the paper examines how teaching style (autonomy support and structured), attitude towards mathematics, and math self-concept form part of the overall variations of perceived mathematics achievement of 444 preservice elementary teachers in the central Philippines. In this paper, autonomy support and structure form a second-order construct of teaching style, while attitude and math self-concept serve as mediating variables toward perceived mathematics achievement. Partial least squares-structural equation modeling demonstrated the statistical significance of all five hypothesized paths and identified two partial mediation effects within the examined relationships. This study sheds light on the importance of teaching style in promoting positive attitudes, math self-concepts, and perceived mathematics achievement among preservice elementary teachers, which has implications for the quality of mathematics education in elementary schools. Implications for teacher training programs for elementary education are discussed, and future research directions are suggested. [ABSTRACT FROM AUTHOR]

Lesbian, gay, and bisexual (LGB) students face victimization in multiple contexts, including the educational context. Here, teachers can serve as an important resource for LGB students. However, teachers who are prejudiced against students from sexual minorities might not be able to fulfill this role. Accordingly, it is important to find out more about teachers' attitudes and their correlates, as such information can provide starting points for sensitization interventions in teacher education programs, which have the potential to improve the situation of LGB students in the school setting. In the present preregistered questionnaire study, we investigated the attitudes of 138 preservice teachers from the University of Luxembourg toward LGB students and tried to identify predictors of teachers' attitudes. Results suggested that Luxembourgish preservice teachers hold mostly positive attitudes toward LGB students. Using correlation and multiple regression analyses, we identified the frequency of participants' contact with LGB people in family or friend networks, hypergendering tendencies, sexual orientation, and religiosity as reliable predictors of attitudes toward LGB students. Age, gender, and right-wing conservatism did not reliably predict preservice teachers' attitudes in the regression models. Our findings thus offer support for intergroup contact theory and have implications for teacher education in Luxembourg. [ABSTRACT FROM AUTHOR]

Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers' (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs' self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs' self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r =.42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs' TPACK development. [ABSTRACT FROM AUTHOR]

The research investigated the "Technological Pedagogical Content Knowledge" (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra in teaching mathematics. This study introduced a novel research model by extending the "Unified Theory of Acceptance and Use of Technology" (UTAUT) with TPACK. Through "Structural Equation Modeling" (SEM) applied to data collected from 205 pre-service teachers, the research model was evaluated. The results revealed that factors like effort expectancy, social influence, performance expectancy, and TPACK significantly predicted the continuous use intention of GeoGebra. However, no substantial relationship was found concerning facilitating conditions. The findings have managerial and practical implications for academics, teachers, principals, and decision-makers promoting the use of GeoGebra in educational settings. [ABSTRACT FROM AUTHOR]

Despite growing recognition of the value of using technology in mathematics instruction and learning, preservice teachers consistently performed abysmally in college geometry. This study therefore examined the attitude of preservice teachers towards the integration of technology in the teaching and learning of College Geometry. Quantitative descriptive survey was employed as the design for the study. The study drew on Unified Theory of Acceptance and Use of Technology (UTAUT) as the main theoretical framework. A sample of 185 preservice teacher participants offering college geometry from two Colleges of Education in the Central Region of Ghana were selected using multi-stage sampling technique. Data collected was analysed using mean, standard deviation, independent samples t-test and One-way ANOVA. The study found out that preservice teachers have high positive attitude towards the use of technology in the teaching and learning of college geometry. There was no significant difference between the attitude of male and female preservice teachers towards the use of technology in the teaching and learning of geometric concepts. It was therefore recommended that technology should be used to teach college geometry in Colleges of Education. [ABSTRACT FROM AUTHOR]

Early childhood educators often lack adequate preparation in the delivery of evidence-based practices. However, providing preservice teachers with ongoing implementation support during field-based training experiences may serve to occasion evidence-based practice delivery when they enter the field of early childhood education. Using a concurrent multiple baseline across participants design, this study examined the effectiveness of a multitiered consultation model to increase three early childhood preservice teachers' rates of behavior-specific praise in target and generalization settings. The results indicated all three preservice teachers' rates of behavior-specific praise increased across target and generalization settings, with evidence that praise rates maintained following removal of implementation supports. The results, limitations, and implications for research and practice are described. [ABSTRACT FROM AUTHOR]

With the growing recognition of the prevalence and impact of adverse childhood experiences, building trauma-informed service systems is critical. Although there are many online resources to help school systems become more trauma informed, how much they meet the needs of educators is not well understood. To help schools implement trauma-informed practices (TIPS) to support both educators (all school-based certificated staff) and students, a partnership among a California research university, a local foundation, and three school districts was developed at the start of the COVID-19 pandemic. The partnership envisioned a three-phase study to determine the feasibility, acceptability, and outcomes of an intervention supporting TIPS. First, two local districts were engaged in a mixed method needs assessment to explore educators' wellbeing and use of trauma-informed resources. Input from district-level advisory committees guided a needs assessment that informed the development of trainings to (1) help administrators best support their staff, and (2) teach educators how to best support themselves and their students with traumatic stress and related symptoms. Second, researchers curated freely available resources to develop a 3-module administrator training and an 8-module teacher training. Finally, university-based psychologists and teacher educators delivered the curricula in two school districts and the university's teacher education program. Researchers implemented a pretest–posttest evaluation design and gathered in-session feedback after each module. Results indicated that participants found the sessions helpful and relevant and they had greater knowledge of TIPS. Future directions include scaling up implementation, understanding outcomes from multiple perspectives, and integrating follow-up activities to help with skill retention. [ABSTRACT FROM AUTHOR]

Preservice teachers' beliefs regarding technology integration significantly influence their future teaching practices. This qualitative study examines the beliefs and intentions of 51 preservice teachers within the context of technology integration in their envisioned teaching scenarios. Thematic analysis identified three primary themes. Firstly, participants expressed their intentions to integrate technology into teaching, with 74% exhibiting a high intention, 22% moderate, and 4% low. Secondly, value beliefs encompassed positive perceptions supported by interest and usefulness, including eight roles of technology (e.g., facilitators, quality enhancers) and four concerns (e.g., equity, safety). Negative beliefs such as distraction were also identified. Thirdly, pedagogical beliefs varied, with 49% holding student-centered views, 37% being teacher-centered, and 14% balanced perspectives. Crosstab analysis explored relationships between technology integration intention levels, value beliefs, and pedagogical beliefs. These findings offer insights into preservice teachers' beliefs on technology integration, informing teacher education programs and strategies to enhance technology integration in classrooms. [ABSTRACT FROM AUTHOR]

Science teachers have been urged to use emerging technologies, such as robots, in ways that empower K-12 students as active participants responsible for their learning and knowledge development within the scientific domain. And yet, little is known about whether the use of robots effectively supports students' epistemic agency in science learning. The purpose of this qualitative case study was to investigate to what extent elementary preservice teachers use educational robots in ways that promote epistemic agency in science lessons. Seven data sources were gathered for this study: individual reflections about lesson planning and lesson design, team reflection about teaching with robots, robotics-enhanced science lessons, posters, video-recorded presentations about designed lessons, and participant interview. A framework of epistemic practices for science inquiry was adopted to analyze the data followed by qualitative thematic analysis. Results indicate that the use of robots in science lessons promotes content assimilation rather than self-driven inquiry, robot movement rather than evidence drives science explanations, science activities with robots are situated in a social vacuum, and robot assembly and programming are underutilized in the lessons. Implications for preservice science teacher education and future research are discussed. [ABSTRACT FROM AUTHOR]

As teacher profession can be seen as a learning profession, it is crucial that teacher education equips future teachers with high-level skills to update and increase their proficiency and expertise throughout their career. In this aim, cognitive processing strategies and metacognitive regulation strategies as well as academic self-efficacy beliefs play a crucial role. This study examined Finnish first-year preservice teachers' (N = 538) initial learning profiles in terms of their learning strategies and self-efficacy beliefs upon entry to teacher education. Furthermore, the association between the profiles and pre-entry factors (age, written entrance exam) as well as first-year achievement was studied. The data were gathered via questionnaire from four universities and their student registers. The person-centred approach utilising a latent profile analysis was applied to identify learning profiles among preservice teachers. Three distinct learning profiles were identified: unregulated students with low self-efficacy (37.5%), average strategists with low self-efficacy (33.1%) and self-regulated and deep learners with high self-efficacy (29.4%). The first profile performed worst in the first-year studies, whereas the last profile was characterised by the oldest students and best performers in the written entrance exam. The findings expand our understanding of the initial learning profiles of preservice teachers and thus offer valuable information for teacher educators to support teaching practices and curriculum design. Practical implications of the results are discussed. [ABSTRACT FROM AUTHOR]

Students' emotions (e.g., enjoyment, boredom) while doing math and their situational interest in mathematics are important for their learning of mathematics, but examinations of teachers' judgments of students' emotions and interest while solving tasks are rare. Moreover, we do not know much about the predictors of teachers' judgments of students' emotions and interest. In this study, we addressed preservice teachers' judgments of students' task-specific enjoyment, boredom, and situational interest and analyzed whether such judgments are related to preservice teachers' own enjoyment, boredom, and interest. Furthermore, we aimed to analyze whether preservice teachers' judgments differ between the two types of tasks under investigation (tasks with and without a connection to reality). To achieve these aims, 182 preservice teachers were randomly assigned to one of two study conditions. In one condition, preservice teachers' judgments of task-specific emotions and situational interest for fictitious 9th-grade students were measured, and in the second condition, preservice teachers' own task-specific emotions and situational interest were measured. The results show that preservice teachers' judgments of students' task-specific emotions and situational interest differ for tasks with and without a connection to reality. Further, our findings indicate that preservice teachers' judgments of students' task-specific emotions and interest differ from preservice teachers' own task-specific emotions and interest. Implications for theoretical models of teachers' judgments and consequences for teacher education are discussed. [ABSTRACT FROM AUTHOR]

Previous studies have shown that (preservice) teachers have more negative stereotypes toward students from lower socioeconomic backgrounds than toward students from higher socioeconomic backgrounds. School-specific studies on different low socioeconomic origins have been non-existent so far. Evidence collected in non-school settings shows that welfare recipients are stereotyped more negatively than the working poor. This mixed methods study therefore surveyed cultural stereotypes and individual constructions of difference concerning the working poor and welfare recipients by German preservice teachers. In the quantitative study (N = 196), more stereotypes were mentioned in relation to welfare recipients than to the working poor, and more negative and fewer positive stereotypes were mentioned in relation to welfare recipients. In addition to social status, the individual characteristics (e.g., commitment) of welfare recipients were more frequently stereotyped negatively than those of the working poor. In the qualitative interview study (N = 10), preservice teachers reported that the general public perceives welfare recipients more negatively than the working poor. Preservice teachers who obtain their information about welfare recipients from public perception attributed individual failure (e.g., low commitment) as the cause for welfare recipients and structural failure (e.g., incorrect decisions by policy-makers) as the cause for the working poor. Other preservice teachers disagreed with the negative public perception based on personal experience and described welfare recipients as only being in a worse social position than the working poor. The results of the mixed methods study reveal the need to distinguish between different low socioeconomic origins in future stereotype studies. [ABSTRACT FROM AUTHOR]

Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and mathematics (STEM) is the leading education reform worldwide, yet many teachers need more knowledge and confidence to teach integrated STEM. This study examines the initiative of teaching a STEM-integrated approach through the collaboration of mathematics and science university lecturers and preservice teachers in a teaching and learning subject-specific course. The study presents the preservice teachers' knowledge development about integrating STEM into their lesson plans and their views and attitudes toward the STEM approach to teaching. Data were collected through presurveys, postsurveys, lesson plans, and presentations from 12 groups (N = 51) of preservice mathematics and chemistry teachers. Results show that these preservice teachers' experiences with STEM learning and teaching positively impacted their understanding and importance of STEM and their motivation and enthusiasm to design and present STEM lesson plans in group settings while integrating mathematics, chemistry, and other subjects. However, the findings of this research showed that these preservice teachers needed more knowledge regarding the inclusion of formative assessment strategies in their lesson plans. Thus, more research is required to understand better how to support preservice and in-service teachers' formative assessment practices in the context of STEM education. In summary, the finding suggests policymakers and educational institutions should advocate for additional high-quality integrated STEM courses, programs, and research to enhance and institutionalize teaching and learning of integrated STEM and, as a result, increase the number of individuals working in STEM professions while promoting a consistent vision of integrated STEM education across the school system. [ABSTRACT FROM AUTHOR]

The role of technology cannot longer be ignored or solely described as a medium for teachers and preservice teachers. Nowadays, demand for more technologies is increasing in various aspects of their daily activities. Numerous studies have been conducted to enhance the teaching learning of Chinese as a foreign language (TCFL) for international students. In this study, 163 participants experienced our new teaching model based on the mobile app Moso Teach. This model aimed to facilitate skills development during one academic semester, from September to January. Our findings highlight the importance of the teaching–learning environment, the use of technology, and the design of the teaching–learning model in the development of preservice teachers' skills regarding pedagogy, technology, didactic abilities, and social skills. When comparing the experimental group (EG) with the control group (CG), a significant level of development is observed. Hence, this study can help institutions and teachers in supporting preservice teachers, promoting self-awareness, and enhancing their reaction–learning skills to maximize educational benefits. [ABSTRACT FROM AUTHOR]

The cultivation of innovation ability among preservice teachers is crucial for the modernization of Chinese education, and the neglect of nonintellectual factors constitutes a key determinant of the inadequate training outcomes. Based on the self-determination theory, this study constructs a theoretical model with meaning in life as the independent variable, innovative behavior as the dependent variable, and career calling and learning engagement as the mediating variables to explore ways to stimulate innovative behavior. We used four scales of meaning in life, innovative behavior, career calling and learning engagement to investigate preservice teachers, and collected 2516 valid data. The results show that the meaning in life has a positive predictive effect on innovative behavior. The effect of meaning in life on innovative behavior can be mediated by career calling and learning engagement independently as well as through the chain mediation of 'career calling → learning engagement'. The findings indicate that the innovative behavior of preservice teachers is not only affected by the meaning in life, but also closely related to their career calling and learning engagement. To better cultivate the innovation ability of preservice teachers, educational policymakers and administrators should focus on fostering their meaning in life, enhancing their career calling, and promoting learning engagement. [ABSTRACT FROM AUTHOR]

This research examines preservice teachers' perspectives on digital citizenship and its relevance for literacy education. Digital citizenship has been explored in various ways in recent decades, primarily in the educational technology literature, and prominent themes of digital citizenship include the use of safely, responsibly, and productively using technology to engage in digital spaces. However, limited research has explored preservice teachers' perspectives on digital citizenship, particularly as relates to literacy education. This qualitative case study investigates the views of 111 preservice teachers enrolled in a teacher preparation program in the Midwestern United States on digital citizenship and its relevance for literacy education. Data analysis of participants' written reflections revealed four primary themes of digital citizenship that align with concepts, skills, and goals in literacy education: well-informed citizens, community engagement and activism, safety, and technological know-how. These themes also connect to digital literacies. Given the commonalities between digital citizenship and literacy education, explicit integration of digital citizenship curricula into literacy education can connect important and discrete digital literacy skills into more cohesive educational units that empower children to safely and productively utilize digital technologies to promote meaningful change in their communities. [ABSTRACT FROM AUTHOR]

Procrastination tendencies are prevalent and are associated with negative psychosocial outcomes. However, how preservice teachers' procrastination tendencies prior to the COVID-19 pandemic link to their experiences during and after the COVID-19 pandemic have not been investigated. The present study collected data from three time points, examining how preservice teachers' procrastination tendencies before the COVID-19 pandemic related to their life satisfaction at the beginning of the COVID-19 pandemic, and their perceived work stress and the COVID-19 impact two and a half years after the outbreak of the pandemic. A total of 385 preservice teachers from Hong Kong were included in this study. Results from structural equation modeling revealed that preservice teachers' higher procrastination tendencies before the COVID-19 pandemic were associated with lower life satisfaction at the start of the COVID-19 pandemic, which in turn was linked to higher perceived work stress and a more severe COVID-19 impact two and a half years after the COVID-19 outbreak. The results indicated that preservice teachers with procrastination tendencies may be especially vulnerable to experiencing work stress and life disruption in the face of traumatic events or crises. The findings provide valuable insights to both researchers and practitioners, highlighting the importance of addressing procrastination tendencies among preservice teachers. [ABSTRACT FROM AUTHOR]

Preparing special education preservice teachers (PTs) to serve students with autism includes understanding theoretical foundations of teaching strategies and developing competency in applying the resulting knowledge and strategies within teaching settings. The current pilot study explored the Internet-Based Parent-implemented Communication Strategies (i-PiCS) program, targeting evidence-based teaching practices, as an alternative training method in an autism field-experience course conducted online during the COVID-19 lockdown. The purpose of the pilot study was to explore changes in PTs' knowledge, confidence, and implementation of naturalistic communication teaching strategies in a pre- and postfield-experience course. The participants were nine females enrolled in a 3rd-year special education teacher preparation program. A multimethod assessment was utilized, including self-rating questions, knowledge quizzes, video-model analysis, and videotaped teaching simulations. Quantitative data were graphically displayed and compared. Teaching simulations were analyzed qualitatively. The results showed that all PTs improved the identification of instructional steps. Self-rating of knowledge and confidence level improved as well. Five PTs improved the accuracy of evaluating the instructional steps, albeit the level of fidelity of implementation improved only mildly. We conclude that i-PiCS could be useful for training PTs in a special education program. We discuss the limitations of the current application of i-PiCS and the appropriate implementation modalities that could be further explored. [ABSTRACT FROM AUTHOR]

Considering preservice teachers' reflections on their best academic learning experiences, the purpose of this research was to use a problem-solving lens to analyze how preservice teachers were first identifying an educational problem and then suggesting solutions where educational technology could be meaningfully implemented. This research used an exploratory, descriptive qualitative method. The participants included 100 preservice teachers enrolled in an introductory educational technology course at a large midwestern university in the U.S. Data were analyzed using an ill-structured problem-solving model synthesized from previous literature, with results presented by key phases: identifying problems, generating solutions, making justifications, and monitoring. The results of this study indicate that preservice teachers (i.e., novice problem solvers) had a simplistic understanding of technology integration, likely resulting from underdeveloped problem-solving skills. These results provide insight into the preservice teachers' problem-solving thinking and how they conceptualized the teaching-learning process, including technology integration. [ABSTRACT FROM AUTHOR]

Inquiry as a strategy for science teaching has become widespread in the classroom and has various applications. But whether teachers are sufficiently trained to carry it out in pre-university classrooms would need to be determined. The objective of this study is to determine the inquiry knowledge of preservice primary teachers and their ability to use it before and after experiencing it for themselves on their degree programmes. The study was carried out over three academic years (2018–2021) with students from the Experimental Sciences course on a Bachelor's Degree in Primary Education at a teacher training centre in Spain. A total of 579 students participated and the study was divided into two phases. In the first phase, students answered a questionnaire about a hypothetical situation in which they had to apply inquiry, and in the second phase, they worked in groups on problematic situations in which they had to solve them or propose solutions through inquiry. The results indicate that students have a general ability to follow inquiry procedures, which improves after instruction, although they still need training in didactic content on inquiry methodology. Students were also asked about their willingness to apply inquiry in their future work, as well as the difficulties they consider they will encounter. A number of recommendations are made to address the shortcomings and to overcome the difficulties expressed by students in applying inquiry in their future teaching work. [ABSTRACT FROM AUTHOR]

This exploratory study seeks to yield a more complete understanding of preservice teachers' intentions to enact autonomy support in their future classrooms based on self-determination theory while drawing complementary perspectives from mindset theory. Survey data (N = 237) from preservice teachers at three U.S. Midwestern universities were collected first using well-established measures of intentions to enact autonomy support and its antecedental beliefs and motivations. Structural equation modeling analyses revealed that growth mindset and autonomous orientation shared functional similarities and differences and were associated with intentions to enact autonomy support directly and indirectly through intrinsic motivation for teaching and beliefs about autonomy support. The less studied growth mindset had additive effect. The field journal class assignments (n = 53) from some survey participants were subsequently collected; results complementarily revealed the additional role of growth mindset in intentions to enact autonomy support and control when holding autonomous orientation constant. Finally, the means of all study variables for experienced (n = 99) and novice (n = 138) preservice teachers were compared with 95% confidence intervals. The former had significantly higher autonomous orientation but lower intrinsic motivation. This study is novel in exploring the extent to which growth mindset contributed to intentions to enact autonomy support in a way similar to autonomous orientation yet with additive effect. Major implications for teacher education include placing most emphases in cultivating preservice teachers' positive beliefs about autonomy support while targeting long-term interventions of promoting autonomous orientation and growth-mindset. [ABSTRACT FROM AUTHOR]

Background: Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of such training, and the quality of that training. Objective: The purpose of this systematic literature review was to identify the empirical evidence for various forms of classroom and behavior management training for preservice and inservice teacher training and participants' perceptions of such training. Method: A systematic literature review was conducted using PRISMA guidelines. Articles published between 2004 and 2022, based on IDEA 2004, were included. The start date of the reauthorization of IDEA in 2004 was chosen because of its implementation of positive behavior supports for students with and without disabilities. Results: Twenty-two studies were included in the literature review based on inclusion criteria. The included studies presented findings about classroom and behavior management programs or strategies, as well as survey data based on teachers' perceptions of classroom and behavior management training. Conclusion: Results indicated preservice teachers receive limited training related to overall classroom management during their teacher preparation programs, but no studies could be found showing they receive any training related to behavior management. Inservice teachers receive far more training related to both classroom and behavior management but indicate a need for more training related to both. [ABSTRACT FROM AUTHOR]

Preservice middle school mathematics teachers' (PMTs) beliefs about a mathematics teacher and mathematics teaching were investigated through the metaphors they generated. Third- and fourth-year PMTs (N = 249) at four universities in Türkiye participated in two anonymous metaphor tasks for a mathematics teacher and mathematics teaching. PMTs' metaphors were first analysed by the framework developed for and used in previous studies exploring teachers' metaphors (Löfström et al., 2011) with further elaborations. PMTs' metaphors for a mathematics teacher and mathematics teaching were categorised and compared. Then, deeper analyses of hybrid, self-referential, and contextual metaphors were conducted. Findings revealed that PMTs mostly used didactical expert and self-referential metaphors for the mathematics teacher and hybrid and self-referential metaphors for mathematics teaching. PMTs' beliefs about mathematics teaching seemed to be more multifaceted than their beliefs about a mathematics teacher. The deeper analyses showed that PMTs associated both the teacher and teaching with positive and/or negative connotations in their self-referential and contextual metaphors. Documenting these beliefs through metaphors allowed us to explore and understand the nature of PMTs' beliefs and showed that metaphor tasks could be useful for detecting beliefs. [ABSTRACT FROM AUTHOR]

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers' and learners' technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers' knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers' technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education. [ABSTRACT FROM AUTHOR]

Background: Teacher efficacy is one of the most influential components for effective instruction, highlighting the importance of providing preservice teachers (PSTs) with opportunities to learn how to teach engineering during their college preparatory coursework. Making space for engineering instruction within science methods coursework could provide opportunities for PSTs to enhance their engineering teaching efficacy but also requires course instructors to give up some time previously devoted to science-focused instruction. The purpose of the current study was to explore how infusing engineering learning opportunities into a science methods course impacts PSTs' engineering and science teaching efficacy and outcome expectancy. Results: Pre/post-surveys were completed by PSTs enrolled in a Kindergarten-8th grade science methods course offered in four modalities (i.e., face-to-face, hybrid, online, rapid shift online). The course offered multiple engineering-focused learning activities and vicarious experiences. PSTs' science teaching efficacy beliefs, engineering teaching efficacy beliefs, science teaching outcome expectancy, and engineering teaching outcome expectancy all significantly increased from pre- to post-test. There was no significant difference between efficacy gains based on course modality. The purposeful inclusion of multiple engineering activities and vicarious experiences allows for significant gains in science and engineering teaching efficacy and outcome expectancy regardless of the modality in which the course is taken. Conclusions: This study shows that having varied efficacy source experiences while learning engineering design can result in increased efficacy, even in the absence of field experience and face-to-face coursework, and that the inclusion of these engineering experiences with science methods coursework does not detract from enhancing science teaching efficacy beliefs and outcome expectancy. Further research is needed to more closely examine individual components of science methods courses and the impacts each component has when implemented using different course modalities. [ABSTRACT FROM AUTHOR]

This study aimed at investigating how preservice teachers' understandings of division and reasoning about ratios support and constrain their formation of proportional relationships in terms of quantities. Six preservice teachers from a middle-grade preparation program in the USA were selected purposefully based on their mathematics performance in a previous course. An explanatory case study with multiple cases was used to make comparisons within and across cases. Two semi-structured interviews were conducted with each pair. The results revealed that preservice teachers who did not explicitly identify different meanings for division struggled to differentiate between the two perspectives on ratios. The results also showed that those teachers had difficulty forming proportional relationships while solving the proportion tasks. These results suggest that explicit identification of the meanings for both types of division is critical to keeping the two perspectives on ratios separate, which is a key aspect for a robust understanding of proportional relationships. [ABSTRACT FROM AUTHOR]

Limited research examines the critical intersection between science and special education (SPED), particularly on the nature of science (NOS) in science methods courses. This study addresses this gap by investigating 10 preservice SPED teachers' NOS understanding, NOS implications for SPED, and the integration of NOS into their lesson plans in a science methods course. Quantitative and qualitative pre/post-course Students' Understanding of Science and Scientific Inquiry (SUSSI) response and course artifact analysis indicated that participants' NOS conceptions improved to be largely consistent with contemporary science education reforms; post-course, especially related to the NOS aspect of observations and inferences, and imagination and creativity in scientific investigations. Participants' strong growth in certain NOS aspects was reflected in their identification of implications of NOS in SPED, providing initial evidence that participants valued disabilities as a form of diversity instead of as a deficit or a barrier to learning science. This offers additional evidence of the potential of NOS to make science accessible for all. Quantitative rating of lesson plans showed substantive integration of inquiry, but NOS ideas were generally implicit, yet accurate in the lesson plans. Nevertheless, these findings represent some progress yet substantial additional growth opportunities. Additional research on supporting SPED preservice teachers' science instruction is needed to realize the potential of NOS to promote equity and social justice in science teaching and learning. [ABSTRACT FROM AUTHOR]

This study aims to assess the impact of metacognitive awareness of the Technological Pedagogical and Content Knowledge (TPACK) among preservice teachers. The investigation was carried out as descriptive research, involving a normative survey method. The sample consists of 200 preservice teachers in Karaikudi, drawn through a simple random sampling technique. To identify the metacognitive awareness of Technological Pedagogical and Content Knowledge among the preservice teachers, a self-made tool was constructed on the Metacognitive Awareness Scale (MAS) and Technological Pedagogical and Content Knowledge Assessment Scale (TPACK- AS) were used. The validity of the tools has been determined by following the opinion of the experts and is determined to be valid. The Cronbach's Alpha analysis was used to calculate the reliability value. The reliability value of the Metacognition Awareness Scale (MAS) is 0.78, and Technological Pedagogical and Content KnowledgeAssessment Scale (TPACK-AS) is 0.82. The study attempted to find out the level of metacognitive awareness and Technological Pedagogical and Content Knowledge among the preservice teachers in relation to the selected demographic variables. The main finding of the present study shows that there is a positive correlation between metacognitive awareness and Technological Pedagogical and Content Knowledge. [ABSTRACT FROM AUTHOR]

This study aims to develop a scale to determine preservice science teachers' perceptions of flipped learning. The present study uses the survey design, a quantitative research method. For content validity, the authors created an item pool of 144 items based on the literature. After being checked by experts, the item pool dropped to 49 items for the five-point Likert-type draft scale. The current study has preferred cluster sampling due to generalization concerns. The accessible population of the study is the preservice science teachers in Türkiye's provinces of Kayseri, Nevsehir, Nigde, Kırsehir, and Konya. We administered the draft scale to 490 preservice science teachers, which is the recommended 10 times the number of items. We also performed explanatory and confirmatory factor analyses to check the scale's construct validity. We ultimately obtained a four-factor structure with 43 items that explain 49.2% of the variance in scores and found the correlation between the criterion and draft scales to be greater than.70, thus ensuring criterion validity. We calculated Cronbach's alpha and composite reliability coefficients to check the reliability of the scale and determined the reliability coefficients for both the overall scale and the sub-factors to be greater than 0.70. As a result, we have obtained a scale consisting of 43 items and four dimensions that explains 49.2% of the variance. This data collection tool can be used by researchers and lecturers to determine preservice teachers' perceptions toward flipped learning. [ABSTRACT FROM AUTHOR]

Computational thinking skills are thought to have a significant part in almost every area and profession in the future. Yet, there is no sufficient number of studies in the literature to understand computational thinking and to reveal its nomological network. Therefore, the purpose of this study was to determine the relations between preservice teachers' self-efficacy for learning and performance, computational thinking skills and metacognitive self-regulation. A total of 464 preservice teachers in a public university participated in this study. The Motivated Strategies for Learning Questionnaire was used to measure preservice teachers' self-efficacy for learning and performance and metacognitive self-regulation. In addition, the Computational Thinking Scale was used to determine the preservice teachers' computational thinking skills. The data were analysed using descriptive statistics, Pearson's correlation, confirmatory factor analysis and path analysis. Results showed that preservice teachers' computational thinking skills were significantly positively correlated with self-efficacy for learning and performance and metacognitive self-regulation. [ABSTRACT FROM AUTHOR]

The current study aimed to measure preservice teachers' skills in implementing pedagogical model of collaborative problem solving (CPS) using a more advanced and novel human-to-agent computerized assessment instrument. By doing so, a framework with three major skills in the implementation of CPS and four major individual problem-solving processes was identified. Then, an assessment with 18 items was constructed under the framework. Additionally, the performance of preservice teachers in implementing CPS was further explored and discussed with the multidimensional random coefficients multinomial logit model. To determine the reliability and validity of the assessment, the expected a posteriori/plausible values (EAP/PV) reliability coefficient, the model data fit, and the differential item functioning (DIF) were explored. The findings demonstrated that the hypothesized structure with three dimensions was validated, and no DIF across gender groups was identified. The results showed that this assessment was feasible, and its reliability and validity were satisfied. [ABSTRACT FROM AUTHOR]

Research shows that effective and high-quality instructional coaching that targets teacher-child interactions can improve the classroom quality, increase teacher job satisfaction, reduce attrition, and even improve young children's development, such as social emotional development, and literacy skills. Coaches likely develop and sharpen their communication, leadership, coaching, and reflective skills, as well as their sense of professional identity over time. Thus, the current study uses data gathered from instructional coaches and their preservice teachers (PSTs) during their internships to explore (1) the dynamic process of how coaches develop their professional competency in an empirically validated coaching program, and (2) the elements of high-quality, effective coaching with PSTs. After analyzing transcriptions of two interviews with 11 instructional coaches, four themes were found that supported the MMCI Coach's Professional Competency Development: Deepened understanding of the Teaching through Interactions Framework, Increased sense of professional identity, Sharpened coaching skills, and Enhanced mentor–mentee relationships. [ABSTRACT FROM AUTHOR]

The goal of this study was to examine the way preservice science teachers depict and develop their understanding of nature of science (NOS), from the perspective of the family resemblance approach (FRA). FRA defines NOS as a Cognitive-Epistemic and Social-Institutional system. Appling the dual-analytic approach via reflective drawing analysis, we studied participants' drawings and written explanations, before and after participating in a "methods of teaching" course. The findings indicated a significant increase in the number of preservice science teachers who associated NOS with scientific practices, methods and methodological rules, scientific knowledge, and scientists' professional activities. The findings also indicated an increase in the number of categories identified within the Cognitive-Epistemic domain, and an increase in the number of new categories associated with the Social-Institutional domain. The FRA-related activities resulted in an improvement trajectory, indicating a transition from a stance based on a learner's perspective of asking everyday questions toward a more epistemic, social, and institutional stance, depicting understanding of NOS from a scientist viewpoint. [ABSTRACT FROM AUTHOR]

Physics teachers need diagnostic competence to effectively identify students' misconceptions, but studies have yet to sufficiently investigate how this competence can be advanced through various instructional strategies. In this study, we compared a problem-solving strategy against an example-based strategy in advancing diagnostic competence in science teacher education. For both instructional strategies, we used tasks from Diagnoser.com and controlled for preservice teachers' prior diagnostic knowledge. A total of 81 preservice teachers teaching physics took part in the controlled field experiment. A between-subjects experimental design was used to assess preservice teachers' diagnostic competence. We used a standardized test to measure their diagnostic competence before and after the intervention. To measure diagnostic competence, we focused on conceptual diagnostic knowledge and knowledge about strategic routines (procedural knowledge). The results showed that the problem-solving strategy enhanced preservice teachers' conceptual diagnostic knowledge significantly more than the example-based strategy did, t(77) = 2.96, p =.011, d = 0.812. We also found that problem-solving was better than example-based learning in enhancing diagnostic competence in the form of conceptual knowledge in comparison with a control group, t(77) = 4.97, p <.001, d = 1.382. We conclude that, even though both instructional strategies can be used to advance preservice teachers' diagnostic competence with respect to knowledge about concepts, problem-solving is better for enhancing diagnostic competence in identifying students' misconceptions than example-based learning is. It is possible that a problem-solving instructional strategy has a stronger positive effect on the acquisition of knowledge about concepts than on knowledge about procedures because this strategy provides scaffolding during the learning process. [ABSTRACT FROM AUTHOR]

Online learning emerged as a solution to continue with teaching and learning during the Coronavirus (COVID-19) pandemic. Nonetheless, teaching online consumes considerable time and put pressure on teachers' daily lives. Thus, the internal mechanism of preservice teachers' intention to teach online is analyzed in this study. Specifically, this study analyzed preservice teachers' intention to teach online in China and America to illuminate the internal mechanism of teachers' intention to teach online in different cultural backgrounds. One hundred seventy-six Chinese preservice teachers and two hundred forty-one American preservice teachers participated in this study. The confirmatory factor analysis supported that the Intention to Teach Online Scale was reliable in three constructs: online teaching attitude, perceived control, and subjective norm. The result demonstrates that there is a significant difference between Chinese and American preservice teachers' intention to teach online in the online teaching attitude and perceived control. In addition, it is supported that there is a significant difference between the effects of Chinese and American preservice teachers' teaching attitude, perceived control, and subjective norm on their intention to teach online. Moreover, there is a difference in the relationships among Chinese and American teachers' online teaching attitudes, perceived control, and subjective norm. The preservice teachers' demographic features can be factors that caused this difference. Research and practice implications of this study are proposed. [ABSTRACT FROM AUTHOR]

Teaching the General Capability of Intercultural Understanding is an Australian government mandate, but an ongoing challenge for teachers, many of whom may have little or no experience dealing with the teaching of intercultural understanding and lack confidence to embed this focus in their classrooms. Hence, teacher preparation is a priority to enable this mandate to be fulfilled. This research project reports on the development of intercultural capability as a result of a short-term overseas Wider Field Experience undertaken by preservice teacher education students attending a regional university in Australia. The results were analysed according to two published frameworks. Survey results and qualitative analysis from 22 participants indicated that the wider field experience enhanced preservice teachers' intercultural capability and their readiness and ability to teach this priority upon graduation. [ABSTRACT FROM AUTHOR]

This yearlong study describes multiple stakeholders' perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders' technology professional development. [ABSTRACT FROM AUTHOR]

Project approach allows early childhood teachers to use both child-initiated and teacher-facilitated instructional methods. This article describes what we learned from a study focused on project approach professional development for early childhood teachers who later served as mentor teachers during a field experience for an introductory methods course. The mentor teachers saw their role as guides and supports for early childhood preservice teachers who were placed in teams in their classrooms to implement project approach. Interviews with mentor teachers and document reviews of preservice teacher reflection papers reveal that preservice teachers gained understanding about how child engagement can be fostered through project work and the importance of working as a team. Mentor teachers wanted university faculty to take a more active role in supporting team communication, make visits to the classroom and situate project work in a field experience with enough hours to get to know the children and fully develop each phase of the project. Implications for early childhood teacher educators seeking to incorporate project work in preservice field experiences are shared. [ABSTRACT FROM AUTHOR]

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The present study aimed to explore the potential moderating effects of extracurricular study habits, internet usage duration, gender and emotion regulation skills on internet addiction of preservice teachers. The sample consisted of 492 preservice teachers (308 female) from 10 different institutions in Turkey, who voluntarily provided data. The findings revealed that emotion regulation skills, particularly reappraisal, interacted with daily internet usage time in predicting internet addiction. High levels of reappraisal emotion regulation were linked to lower levels of internet addiction, regardless of the duration of internet use. Conversely, for individuals with lower reappraisal abilities, a positive correlation emerged between internet usage time and internet addiction. Furthermore, extracurricular study habits significantly contributed to the prediction of internet addiction in a positive way, as evidenced by both regression and correlational analyses. These findings underscore the importance of considering emotion regulation alongside study habits and other physiological factors to better understand and address internet addiction in preservice teachers. The implications of the findings for educational policy and teacher education are discussed. [ABSTRACT FROM AUTHOR]

Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the ‘preparedness’ of teacher graduates and elevating the ‘quality’ of ITE programs have nonetheless emerged as prevalent solutions over the past decade. The latest enactment of reforms in the policy chain is the Strong Beginnings report from the Teacher Education Expert Panel. In this paper, we align with Ball’s perspective that policy should be viewed as a dynamic process rather than a presumed, ready-made solution to a problem. We utilise systematic conceptual coding using Leximancer to enable a nuanced exploration of the understandings, practices, and conditions of influence for the policy actors inscribed in the TEEP report. We also analyse concept frequency and collocation in the final Strong Beginnings report, noting two main propositions: first, that there is a problem with quality in ITE; and second, that practice is foregrounded in professionalisation. We highlight the consistencies and contradictions within the discourses of the final report and the submissions from policy actors that contributed to this policy enactment process. We suggest that evidence is used when it suits a policy position, but ignored if it disrupts the platform position. We conclude by arguing that the policy actors in this policy enactment process should be afforded the professional authority to continue a well-established process of continual improvement. [ABSTRACT FROM AUTHOR]

This study examines the effect of technology supported guided inquiry environmental education (TsGIEE) on preservice science teachers’ attitudes towards sustainable environment (AtSE), environmental education self-efficacy (EESE) and digital literacy (DL). Embedded design from mixed research method was preferred in the study. 33 (20 female-13 male) fourth grade preservice science teachers participated in the study. A significant difference was found between the pre-test and post-test scores obtained from the overall scale of EESE. In addition, a significant difference was found between the scores obtained from the content knowledge (CK) and instructional strategies (IS) sub-dimensions of the EESE in favor of the post-test. Moreover, a significant difference in favor of the post-test was found between the scores obtained from the overall AtES scale and the use of environmental resources (UER) sub-dimension. There was no significant difference between the scores obtained from the general and sub-dimensions of the digital literacy (DL) scale. When the qualitative data were analyzed, the participants produced metaphors in the category of raising environmental awareness the most regarding TsGIEE. In addition, the participants emphasized that the applications contained informative and useful information and that they gained competence in teaching environmental issues thanks to these applications. Within the framework of the findings obtained, it is recommended to organize technology-supported guided inquiry learning environments in environmental education. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the online teaching experiences of preservice teachers during the pandemic. Due to COVID-19, preservice teachers were required to work with children and families remotely to gain practicum experiences. Three preservice teachers' work (family reflection papers, lesson reflection papers, video recordings of teaching, eBooks, and teaching movies) from two courses were analyzed using constant comparative analysis. The study findings indicated that preservice teachers struggled with maintaining children's active engagement and identifying appropriate time to scaffold children's learning since they could not observe the learning process of the children. However, they were able to overcome the challenges by employing different strategies (modeling, child-centered approach, and patience), with these attempts reflecting their pedagogical resilience. [ABSTRACT FROM AUTHOR]

As the world becomes more digitized, visual content becomes commonplace in educational spaces. However, visual choices are not always accompanied with critical thought or awareness of the harmful messages or stereotypes connected to the images. The purpose of this study was to examine visual microaggressions embedded in the visual content of webiste projects created by preservice teachers (PSTs) for an education course. We qualitatively analyzed the images that PSTs (N = 97) included in a social issues website assignment and their written reflections on the images they incorporated. Additionally, six PSTs participated in focus group sessions where they reflected on images used across websites. A qualitative analysis of data led to the identification of visual microaggressions and deficit-thinking about children and families. Visual data portrayed children's home lives as unsafe and unhappy, showed teaching as a white profession, endorsed white saviorism, and reinforced negative stereotypes about poverty. Focus group conversations led to critical visual literacy for some visual microaggressions, while individual reflections did not. Although PSTs in this study unintentionally enacted visual microaggressions in their projects, selected images can still cause harm. Implications for teacher education and schools are discussed. [ABSTRACT FROM AUTHOR]

This research investigates the significance that the development of creativity in mathematics classes has for the preservice teachers from a master's program in secondary school teaching, who are not trained on how to develop creativity. In the master's final projects, preservice teachers reflect on their teaching practice at school and propose changes to improve it. In their reflection, some preservice teachers mention creativity and its enhancement. We did a document analysis and classified the comments about creativity from 198 master's final projects focusing on the question: Which aspects of the teaching and learning process are related to creativity? Categories are based on didactic suitability criteria, the tool that participants use to analyze their teaching practice. Preservice teachers relate creativity and its development to several elements of the teaching and learning process. Most of the comments are associated with tasks where students can develop mathematical processes (argumentation, problem posing, modeling). They also identify the use of technology or manipulatives and the cooperative work as factors that could foster students' creativity. We conclude that a significant number of preservice teachers assume that students' creativity can be developed at school, particularly in mathematics classes. For them, creativity indirectly stems from the work on other aspects that are actually implemented in the classes. [ABSTRACT FROM AUTHOR]

Efforts to improve classroom language practices and children's language learning, as a means of supporting reading comprehension, may depend on teachers' knowledge about language structures and language development. To date, however, educational researchers and teacher educators have little understanding about teachers' knowledge about oral language. The current study reports on the development of the Teachers' Content Knowledge of Oral Language Survey (TCKOLS), a measure designed to assess preservice and in-service early childhood teachers' knowledge in this domain. The research team created the TCKOLS following a rigorous, iterative development process and conducted an initial pilot study with 32 preservice early childhood teachers and 26 pre-professional speech-language pathologists (SLPs). Findings support internal consistency and provide validity evidence for the measure. On average, preservice early childhood teachers correctly answered 69% of items and were particularly knowledgeable about vocabulary skills and development. As hypothesized, preservice early childhood teachers were less knowledgeable about oral language than pre-professional SLPs, and TCKOLS scores were significantly correlated with existing measures of vocabulary and morphological knowledge. Preservice teachers' preparation to support children's language learning, however, was not associated with their TCKOLS scores. The measure may be used in future research, to examine teachers' knowledge about language across samples and contexts and as related to classroom practices and children's learning, and to inform teacher preparation programs and professional development to better support such knowledge. [ABSTRACT FROM AUTHOR]

Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee high-quality teaching. Therefore, teachers need specific professional knowledge on how to use and implement digital technologies. Moreover, teachers need to know how beliefs about learning with digital technologies impact their teaching. Usually, knowledge and beliefs are assessed via self-report measures and in a subject-unspecific and isolated manner. The present study assesses biology-specific professional knowledge on the use of digital technologies (self-report and performance assessed) and beliefs together. Furthermore, these constructs were related to the quality of lesson plans on honeybees and analysed. Eighty-two biology teacher students from an Austrian university participated in the study. A path model revealed that self-assessed professional knowledge on the use of digital technologies was not a significant predictor of lesson planning quality. In contrast, performance-assessed knowledge and–to some extent–beliefs are significant predictors of the quality of lesson plans with technology integration. Thus, self-report measures on their own do not sufficiently predict the ability to engage in high-quality technology integration in the classroom. [ABSTRACT FROM AUTHOR]

Two common reasons elementary preservice teachers have low self-efficacy with science teaching is their lack of content knowledge and past negative experiences with science teaching or learning. Holding low self-efficacy beliefs has negative impacts on both the method of science instruction and amount of science instruction delivered in the elementary classroom. Many researchers have successfully explored methods for improving elementary preservice teachers' science teaching self-efficacy by providing positive, inquiry-based learning experiences during a science methods course, but the present study explores how to improve elementary preservice teachers' science teaching self-efficacy beliefs by engaging them in socioscientific issues (SSI) during their elementary methods course. Using a mixed methods approach, we collected quantitative with the science teaching efficacy beliefs instrument part B (STEBI-B) and qualitative data through short answer responses focused on understanding their perceptions and confidence with science instruction. Our analysis of the qualitative data focused on identifying the influences for any change that resulted from the STEBI results. Our findings illustrate SSI as a commonly identified reason for positive changes in general science teaching self-efficacy. Implications for utilizing SSI as an approach to combat low science teaching self-efficacy are discussed. [ABSTRACT FROM AUTHOR]