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A study was conducted in the Tarlac City Schools Division, Philippines, to evaluate the practice teaching experiences of student interns in line with Republic Act No. 7722, known as the "Higher Education Act of 1994," which underscores the significance of quality pre-service teacher education in enhancing educational standards. The research aimed to assess the preparedness of student teachers by examining various factors including orientation activities, relationships with the school community, accessibility of practicum sites, and the quality of support services. The methodology involved descriptive analysis of orientation sessions conducted by supervisors and cooperating educators, which included familiarization with school facilities, rules, classroom routines, and instructional material development. Additionally, the study evaluated student interns' involvement in lesson planning and teaching demonstrations while identifying challenges through questionnaires, interviews, and portfolio reviews. Findings revealed that student interns rated their overall practice teaching experience as "Very Good" across multiple dimensions such as orientation activities and community engagement. The interns effectively utilized instructional materials and were acknowledged for their exceptional performance during their internships. This study provides valuable insights into the effectiveness of practice teaching programs and contributes to the preparation of future educators in the Philippines, supporting the national objective of improving educational quality to meet global standards [ABSTRACT FROM AUTHOR]

To be able to form and develop competencies with regard to the nature of science (NOS) for students, the teachers must have appropriate conceptions about NOS. Therefore, this study explored levels of conceptions about the nature of science of future physics teachers who have experienced two different physics teachers-education curricula using the survey research methodology. The findings indicated that both curricula have developed positive conceptions of the nature of science for pre-service physics teachers, especially for elements related to creativity in science, subjectivity in science (theory-ladenness), and the tentative nature of scientific knowledge. However, besides good conceptions, naive views could be found in some other elements, such as the purpose of the experiment and the validity of observationally based theories and discipline. Finally, students did not express enough conceptions of the function of scientific theories and the logic of testing them. When differences among generations were investigated, the new generation, who has been experiencing a new curriculum established in 2019, was found to have better conceptions when it came to the scientific definition of science, laws, and theories, as well as scientific methods. However, they hold more inadequate conceptions of the elements of the social and cultural embeddedness of scientific knowledge. These differences were suggested and discussed to be mainly stemmed from the appearance of a course called Introduction to Natural Science and Technology in the new curriculum. This paper discusses the implications of this study for investigating NOS conceptions and developing physics teachers-education curricula. [ABSTRACT FROM AUTHOR]

Mathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problemsolving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities. [ABSTRACT FROM AUTHOR]

This paper explores how prospective teachers across five geographic and educational contexts constructed understandings of equity literacy within literacy methods courses. Artifacts of what equity "looks like" in prospective teachers' field placements in early childhood, elementary, and secondary literacy classrooms were analyzed from three theoretical perspectives attending to the materiality, discursive practices, and pedagogy of literacy. In doing so, this study emphasizes a need for sustained and multifaceted attention to equity literacy as a means to address opportunity gaps pervasive in American education. Given recent attacks on equity literacy practices, further opportunities for cross-institutional collaboration and conceptual eclecticism are shared. [ABSTRACT FROM AUTHOR]

Research, primarily from pre-service teachers' perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana's teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices. [ABSTRACT FROM AUTHOR]

Technological Pedagogical Content Knowledge (TPACK) is defined as the teacher knowledge needed for effective technology integration. This study aimed to investigate preservice elementary mathematics teachers' TPACK development. TPACK survey was administered to 33 preservice teachers (PSTs), and six of them were selected via maximum variation sampling to represent as different cases as possible based on their mathematical knowledge and technological self-assessment. These six PSTs implemented four technology-based lessons (two microteaching sessions in the mathematics teaching method course and two lessons in the student teaching). Participants' TPACK levels were examined based on the development model proposed by Niess, M. L., Sadri, P., & Lee, K. (2007, April). Dynamic spreadsheets as learning technology tools: Developing teachers' technology pedagogical content knowledge (TPCK). Paper presented at the meeting of the American Educational Research Association Annual Conference, Chicago, IL. Results showed that participants had not used technology effectively and efficiently in their microteaching sessions and the first lessons in their student teaching. After evaluating their first lessons in schools, PSTs improved their teaching considerably. We suggest giving more opportunities for PSTs to teach with technology in classrooms and to assess their teaching practices reflectively. [ABSTRACT FROM AUTHOR]

Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre‐service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading. [ABSTRACT FROM AUTHOR]

This empirical study aims to understand the assessment pedagogies used to support pre-service teachers' assessment development in the post-pandemic. The study involved sixty 4th year English language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed to identify research-based pedagogical constructs that effectively contributed to pre-service teachers' learning and practice of assessment in the practicum. Using an activity theory lens, the study developed a model that could be used in pre-service teacher assessment education across different contexts. The paper concludes by suggesting research and practice-oriented implementations for pre-service teacher education based on the identified pedagogical constructs. Also, it has important implications for developing effective assessment education for pre-service teachers, which can contribute to better student learning outcomes in the future. [ABSTRACT FROM AUTHOR]

The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes. [ABSTRACT FROM AUTHOR]

Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about the relationships teacher candidates assume vis-à-vis knowledge construction – a core dimension of inquiry stance – as they inquire. The study reported in this article investigated the perceptions of the relationship between inquiry and knowledge construction exhibited by teacher candidates engaged in practitioner inquiry during yearlong internships in a clinically based teacher education program. Semi-structured interviews served as the study's primary data source and were analyzed through theory-led thematic analysis. The analysis yielded a six-point continuum of perceptions ranging from viewing inquiry as a required project to viewing inquiry as a way to assert ownership over generating worthwhile knowledge of teaching. The findings suggest that having a deeper understanding of how teacher candidates experience their own knowledge generation as they inquire could assist teacher educators in cultivating their inquiry stances. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate student teachers' agency in their identity negotiations as first-year students on a path towards becoming teachers. A narrative inquiry approach was employed in the analysis of the interviews conducted with 16 Finnish student teachers. One master narrative and two counter-narratives were identified in which student teachers' agency was manifested in teacher identity negotiations. The master narrative suggested sustaining internalised preconceptions of teaching. The counter-narrative of transforming teacher identity illuminated a transformation from preconceptions towards a teacher education's institutional, culturally bounded story of teaching. The counter-narrative of questioning teacher identity entailed questioning the normative master narratives of teaching and actively producing counter-narratives. The findings highlight the importance of recognising and unravelling the master and counter-narratives in teacher education, which may guide the nature and varieties of teacher identities and agency possible for future teachers. [ABSTRACT FROM AUTHOR]

The current study utilized a pre-and post-intervention design to assess pre-service teachers' self-efficacy, perceived content knowledge, and perceived pedagogical knowledge before and after a teaching practicum in the Pakistani context. The data were collected in two phases. In the pre-practicum phase, data were collected from 419 pre-service teachers enrolled in B. Ed, M. Ed, and MA Education programs to assess the general level of self-efficacy for teaching ESD-related concepts, their perceived content knowledge, and perceived pedagogical knowledge concerning ESD. In the post-practicum phase, the data were collected from 215 participants who participated in the first phase and consented to participate in the second phase. One-way ANOVA, Independent sample t-test and paired sample t-test were utilized for data analysis. Results suggest significant differences in pre-service teachers' self-efficacy based on the university, program, and age. Similarly, a difference was found between pre-service teachers' perceived content knowledge based on the university they were enrolled in. The difference in pedagogical knowledge was also found based on university and gender. Further, the post-practicum analysis suggests a significant difference in pre-service teachers' self-efficacy, perceived content knowledge, and pedagogical knowledge after undergoing a teaching practicum. Conclusion, limitations, and recommendations are provided at the end of the paper. [ABSTRACT FROM AUTHOR]

This article analyses how themes and problematisations concerning social justice presented in a pre-service English language teacher education programme in São Paulo, Brazil, resonate in student teachers' knowledge production processes. To do so, the case study is presented in two parts. The first one examines the theoretical foundations and the organisation of two specific courses on language teaching methodology, courses whose epistemological approach aligns with decoloniality and narrative documentation of learning experiences. In the second part, essays produced by student teachers enrolled in these courses are analysed thematically to discuss evidence of how the course resonates on student teachers' knowledge of more culturally sensitive and socially relevant educational principles and practices. This double-folded analysis reveals the transversality of social justice principles and practices in student teachers' process of becoming English language teachers and language educators with a sense of belonging to all-embracing commitments of the profession. [ABSTRACT FROM AUTHOR]

By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers' professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher education programme for teaching Chinese as a second language. Multiple data sources, including interviews, reflective journals, classroom observations and lesson plans, were collected over one year. Pre-service teachers were found to negotiate individual deliberated self-positionings before entering the education programme and forced self-positionings from significant others during the education programme in three key stages: pre-positioning, negotiated positioning and performed positioning. Three differentiated positioning trajectories were identified that were greatly influenced by the pre-service teachers' levels of willingness, capability and power. [ABSTRACT FROM AUTHOR]

Coexistence, participation and collaborative culture are part of the social competence of teachers and are values that cannot be renounced in the educational contexts of today and tomorrow. Teacher education must therefore become an ideal space for developing these competences in future teachers. This study aims to investigate the importance that future secondary teachers give to social competences and analyse whether there are significant differences between students and graduates in initial teacher education. The methodology used is based on a quantitative analysis, in particular a survey study, with a sample of 233 participants. Main findings indicate that pre-service teachers give high importance to social competences. There are significant differences between the two groups: graduates value these competences more than students (in particular, a collaborative attitude, teamwork and the centre's relationship with its community). These data show the importance of the master's degree and the need to continue developing these competences both in this brief period and along the career continuum. [ABSTRACT FROM AUTHOR]

This study examines DECODE model and academic resilience to improve pre-service teachers' (PSTs) teaching abilities. Effective teaching in the changing context of education requires pedagogical skills and problem-solving. Teacher resilience is becoming more important to adapt and succeed in adversity. Development, inquiry, cooperation, observation, debate, and assessment make DECODE model a revolutionary teaching method. This study examines how DECODE adoption and academic resilience affect PSTs' progress to influence teacher preparation and training. DECODE paradigm, instructional competence, and academic resilience are contextualized in this literature review. STEM-based workshop for 97 PSTs from various academic levels. Linked samples JAMOVI t-test examines academic resilience changes post-workshop. Both t-values and p-values (<0.05) show a statistically significant improvement in academic resilience. DECODE model improves participant scores for teaching competency statistically significantly. Teaching effectiveness and resilience are linked, emphasizing the necessity for thorough teacher preparation. Results show DECODE model and the training improve teaching skills and academic resilience. [ABSTRACT FROM AUTHOR]

Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains’ inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting items for systematic reviews and metaanalyses). The study used Science Direct as a platform for articles’ search with three keywords, namely TPACK, preservice teacher; TPCK, preservice teacher; and TPACK, preservice teacher, technology integration. There were 28 articles reviewed. The findings informed 11 articles regarding scales to assess TPACK. There were nine articles reported TPACK domains’ intercorrelation and 10 articles informed TPACK relationships with technology integration. This study could significantly contribute to advancing knowledge regarding instruments to assess TPACK, TPACK factors inter-correlation, and TPACK and technology integration. [ABSTRACT FROM AUTHOR]

This study investigated the sources of difficulties experienced by prospective teachers in mathematical modelling in the context of a semester-long course on mathematical modelling for teachers. The data reported in this study were collected from six prospective teachers through in-depth semi-structured interviews supported by audio and videotaped classroom observations and prospective teachers' written solutions for the modelling tasks. The results showed that the sources of difficulties experienced by prospective teachers in mathematical modelling could be subsumed under individual and contextual factors. The individual factors included four issues: lack of conceptual understanding of mathematics, the difficulty of connecting the real world and the mathematical world, the disposition to focus solely on reaching a result, and disorganized and unsystematic work. The contextual factors included two issues: insufficient previous experience with modelling tasks and time limitations. Some implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Preservice teachers often find it difficult to apply professional knowledge to their teaching practice. The ability to connect professional knowledge with one aspect of practice – lesson planning – was assessed with the Lesson Analysis and Plan Template in (N = 18) preservice teachers after one year of teacher preparation. Lesson plans were analysed using qualitative and quantitative analyses. The results suggest that the Lesson Analysis and Plan Template can reveal several aspects of preservice teachers' attention to connecting professional knowledge with their lesson plans as well as areas in which they would benefit from additional support. Furthermore, preservice teachers' connections were compared with their ability to connect professional knowledge with another aspect of practice – observations of teaching – using a validated instrument that assesses professional vision. The relationships found between planning and observation abilities suggest ways for teacher education programmes to bring professional knowledge closer to practice. [ABSTRACT FROM AUTHOR]

Teachers, pre-service teachers and teacher educators in Australia are predominately European Australian with a small minority of First Nations people. Those with limited first-hand understanding of First Nations ways of knowing can find it difficult to embed these knowledges across learning areas. This is particularly complex for pre-service teachers. We argue that all teacher educators have a responsibility to engage First Nations ways of knowing across learning areas as an ethical and professional commitment to preparing pre-service teachers for negotiating the complexities of Australian histories and living cultures. This paper reports on interventions implemented with final year primary/middle pre-service teachers with an expertise in science and mathematics. Firstly, we discuss pre-service teachers' confidence (self) ratings in integrating their understanding of Aboriginal and Torres Strait Islander histories and cultures across the curriculum. Secondly, we present an in-depth exploration of two pre-service teachers' transdisciplinary units of work which embed Aboriginal and Torres Strait Islander knowledges and practices. This study challenges all science and mathematics teacher educators to consider ways a transdisciplinary, culturally responsive approach prepares students to transition into confident and competent early career teachers. [ABSTRACT FROM AUTHOR]

The demand to prepare future science educators for national board examinations necessitates teacher training institutions to assess the licensure competence of pre-service teachers. In the case of the Philippines, the Licensure Examination for Teachers or LEPT has new competencies, which have not been fully assessed on the perspective of pre-service teachers. In this, the researcher assessed and compared the self-reported competence of alumni (a, n=38) and ongoing pre-service teachers (o, n=43) of a large state university in the Philippines. To do this, the researcher developed a survey-questionnaire with contents based on the Enhanced Table of Specifications or TOS for LEPT which was first implemented in March 2023 in the Philippines, the survey was conducted during the 1st semester of S.Y. 2023-2023. Results revealed that the pre-service teachers (n=81) have high level of competence for the LEPT. Further, the level of competence of alumni is comparable to those of on-going students. However, a significant difference was found in competencies related to Challenging Activities in Science, Assessment Tools, Basic Biotechniques, and Waves and Optics, where alumni demonstrated a significantly higher competence. To provide continuity for the findings, the researcher proposes a review program for Filipino pre-service teachers based on the findings. Furthermore, the researcher recommends that a content-competency alignment will be conducted between the Enhanced TOS of LEPT and the latest relevant issuances on Policies, Standards and Guidelines (PSGs) for Education degree programs issued by the Commission on Higher Education. Moreover, a curriculum mapping is recommended between the Enhanced TOS and the MATATAG Curriculum for Science. To provide an international perspective, the researcher recommends an analysis of licensure competencies for teachers among ASEAN countries. [ABSTRACT FROM AUTHOR]

Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers' time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers' time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers' time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study's objectives, we conducted an ordinary least squares regression analysis and found that student teachers' self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations. [ABSTRACT FROM AUTHOR]

A barrier to teacher retainment is the lack of professional preparedness. Limitations with live, hands-on teacher training can contribute to inadequate preparedness, particularly in home-school collaboration. This pilot feasibility study explored using virtual reality simulation (VRS) technology with ninety-seven pre-service teachers in Norway, embedded within a flipped learning design session. Results from the qualitative post session interviews describe how the VRS training supported pre-service teachers in feeling better prepared with conducting parent-teacher consultations. This is supported by quantitative self-efficacy assessments. Thus, using VRS for supporting niche areas such as parent-teacher consultations can support better preparedness for teachers if it cannot be experienced first-hand. [ABSTRACT FROM AUTHOR]

Critical Pedagogy (CP) in Iran, among other countries, is still in its early stages, and there are various challenges facing the implementation of problem-posing education. To pinpoint the probable factors impeding transformation in the educational setting, the present research, using convenience sampling, investigated 64 Iranian EFL teachers' beliefs and understanding of CP and its fundamental tenets. Furthermore, attempts were made to examine the way these teachers' understanding of CP informed their beliefs of it. As such, a set of interviews as well as observations were conducted to capture the participants' statements, intentions, and behavior. As a result of a thorough thematic analysis, it was discovered that approximately 89 percent of the 64 EFL teachers participating in this study did not have a profound understanding of this approach. This finding can bear witness to inefficient or insufficient pre-service teacher education. Regarding their beliefs about CP, these EFL teachers either resisted or disagreed with the fundamental tenets of CP. The findings of the present study hold much to contribute to the related literature, insofar as new doors will be opened for those whose area of interest falls within the purview of CP and student voice. [ABSTRACT FROM AUTHOR]

Processes of market-making and regulation are recalibrating the work of teacher education. While an established body of research has examined changes to the content and control of teacher education in the UK and internationally, the impact of audit-based accountability on the work of academic leaders is neglected. This study explores the career transitions, experiences and commitments of leaders in professional education at a time of jurisdictional challenge. Drawing on interviews with Heads of Department of 10 large-scale university providers of pre-service teacher education in England, the analysis addresses the impact of multiple accountabilities on professional agency, identity and efficacy. The study finds participants' need to demonstrate compliance with policy directives in a highly volatile operating context diminishes possibilities for critically reflexive leadership practice and policy activism. [ABSTRACT FROM AUTHOR]

Developments in science and technology enrich life in the 21st century. To cope with life in society, reflective judgment and decision-making abilities on both the individual and societal levels are needed. Schools must prepare the younger generations to become responsible citizens who are able to make reflective judgments. This study elaborates on how pre-service teachers in Türkiye make reflective judgments as persons who will go on to teach secondary school-level students in the future. The study focuses on sources of information students use, their trust in expert knowledge, and levels of reflective judgment skills. The study is based on a qualitative approach combining analyses of recordings of classroom discussions and interviews. The study found different levels of reflective judgment skills among the students and identified the sources of knowledge they select to make judgments and measured their trust in expert knowledge. The more students trust expert knowledge, the more reflective they are toward developments in science and technology. [ABSTRACT FROM AUTHOR]

The purpose of the current research was to highlight the STEM motivation and entrepreneurship skills of preservice teachers educating on different programs. For this purpose, the quantitative research approach was conducted, and a survey model was employed. The sample of this research comprised 285 pre-service teachers enrolled in the various departments of faculty of education in a state university in Türkiye. "Entrepreneurship Scale for Teacher Candidates" and "STEM Motivation Scale" were utilized as data collection tools. It was found statistically significant differences between early childhood education and elementary mathematics education, between elementary education and elementary mathematics education, and also between science and elementary mathematics education in favour of elementary mathematics education regarding the mean scores of pre-service teachers' mathematical motivation (MM) in the significance level of .05. It was also found that there was a significant difference between elementary education and elementary mathematics education in favour of elementary education regarding the mean scores of pre-service teachers' self-confidence (SC) in the significance level of .05 in Entrepreneurship Scale for Pre-service Teachers. Also, it was found that there was a significant difference between elementary education and elementary mathematics education in favour of elementary education regarding the mean scores of students' emotional intelligence (EI) in the significance level of .05 on the Entrepreneurship Scale for Teacher Candidates. According to the results, further implementation suggestions were given. [ABSTRACT FROM AUTHOR]

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

Purpose: The study aims to assess the implementation of an intervention program that combines nature-based solutions with an environmental citizenship pedagogical approach for pre-service teachers. The research questions revolve around the educational potentials and challenges of this intervention. To our knowledge, no previous studies resorted to this combination to organize courses for initial teacher training. Design/methodology/approach: For this qualitative and interpretative case study, data was obtained through focus groups. 30 pre-service teachers of the Basic Education Course (training kindergarten and primary school teachers) in Portugal participated in the intervention. The transcripts of the focus groups' content were subjected to categorical qualitative content analysis. Findings: According to the participants, the implemented approach contributed to the development of a better understanding of the complexity of the environmental issues addressed, and of critical thinking skills. The pre-service teachers recognized the educational potential of nature-based solutions in the promotion of their environmental citizenship and activist competences and of the pedagogical knowledge necessary for its implementation. [ABSTRACT FROM AUTHOR]

This study aimed to examine the satisfaction levels of pre-service social study teachers regarding distance education. Based on this purpose, survey and causal comparison models, which are among the quantitative research approaches, were preferred together. The study population consists of students in the Social Studies Teaching undergraduate program. The sample consisted of 238 pre-service Social Studies teachers studying in the Social Studies Teacher Education program at İnönü University, who were selected from the population using the simple random sampling method. The data of the study were obtained by using the "satisfaction scale" developed by Ilgaz (2008). The data collected with the satisfaction scale used to determine the satisfaction of pre-service social studies teachers with distance education were examined for normality before being analyzed. In this direction, skewness and kurtosis values were examined (Gürbüz & Şahin, 2017). It was determined that the skewness and kurtosis values obtained because of the analysis were within the "±1.5" range determined according to Tabachnick and Fidell (2013). The determined values show that the scale data meet the normal distribution criteria. Therefore, unrelated samples t-test and ANOVA, which are parametric tests, were used in the analysis because of the research, it was concluded that the satisfaction levels of pre-service teachers regarding distance education were high. [ABSTRACT FROM AUTHOR]

To better prepare future teachers for an increasingly linguistically diverse student population, teacher education programs have integrated critical language awareness frameworks into their coursework. However, re-search on the influence of such coursework on teachers' critical multilingual awareness is scarce. Given the importance of developing teachers' critical multilingual language awareness (CMLA), this case study explores the impact of experience and course work on a novice language teacher educator and a pre-service teacher's emerging CMLA at a large Mid-western U.S. university. It gauges teachers' evolving awareness of the five CMLA domains (cognitive, social, affective, performance and power), with a particular focus on the power domain. Based on an iterative and recursive qualitative analysis of interview and course artifact data, this study shows that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. Furthermore, a deep understanding of the power domain of language builds on (1) an awareness of the other domains of CMLA—in particular the affective and social domains—and (2) the ways these domains impact English learners' equitable access to educational opportunities. 针对语言越发多元化的中小学学生群体, 教师教育项目致力于更好地培养职前教师, 因而开始在课程中融入与批判性语言意识相关的知识框架。然而, 目前研究很少涉足这类课程如何影响教师的批判性多语语言意识(CMLA)的发展。鉴于培养老师CMLA的重要性, 本文所描述的研究探索个人经历及课程内容对一名职前语言教师教育者以及一名职前教师的已萌芽的CMLA的影响。此研究的数据搜集于一所美国中西部大学的教师教育项目。本研究衡量了教师对CMLA五个维度(认知的, 社会的, 情感的, 表现的, 及权力的)的不断发展的认识, 且集中探讨权力这一维度。通过一系列对采访与课程资料数据的迭代的和递归的质化分析, 本研究展示了通过教师教育课程发展教师CMLA的可能性, 尤其是当课程内容与教师的个人经历建立关联。此外, 教师对语言的权力维度更深层次的认识建立于(1)对CMLA其他维度的认识, 尤其是情感和社会维度；(2)对这些维度如何影响英语学习者得到的教育公平和教育机会的认识。 Pre-service and in-service teachers often struggle to enact pedagogical practices that sustain the diverse languages that multilingual and multicultural learners bring into the classroom. This problem is amplified when the teachers are white monolingual, English-dominant speaking individuals with little experience working with minoritized students. To better understand how we might be better able to foster greater awareness of multilingual learners' existing language resources, we traced the development of a pre-service teacher's critical awareness of language alongside the support she received from a novice teacher educator. Drawing upon Prasad and Lory's Domains of Critical Multilingual Language Awareness (CMLA) Framework for Teachers, which considers the overarching influence of power across five domains (cognitive, affective, social, performance and power), we explored (1) how both our participants interpreted power in an English language teacher education practicum course that focused on translanguaging, and (2) how power issues were manifested in the coursework. Our interview and course artifact data suggest that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. We also argue that a deep understanding of the power domain of language builds on (1) an awareness of the other domains of CMLA—in particular the affective and social domains—and (2) the ways these domains impact English learners' equitable access to educational opportunities. The paper closes with a call to integrate CMLA as a central framework for curricular design as a means of complementing a justice-oriented translanguaging pedagogy. [ABSTRACT FROM AUTHOR]

Lower and upper secondary school mathematics offers a few tools for solving mathematical problems (e. g., equational strategy or other algorithmic ones). At the beginning of the university study our students (pre-service mathematics teachers) know how to use them, but they have no experience with solving strategies such as systematic experimentation or drawing a picture. This paper presents our lesson plan to improve their solving competencies and its results. The special attention is given to the process of mathematics problem-solving and its fourth phase 'looking back' that we understand in a broader sense, not only as a test of correctness. The results of this case study aim to show and understand how students learn and use various solving strategies in problem-solving and how they pose other word problems with the same solution as the solution of the given word problems. The analysis finds that even though students understand the importance of non-standard strategies (e.g., trial and error or estimationverification-correction), they still understand the school equational strategy as the most advantageous. For problem-posing to contribute to the improvement of problem-solving competences, it must be more often involved in the problem-solving process. [ABSTRACT FROM AUTHOR]

This article explores the energy literacy of pre-service primary school teachers in Greece. The study found that the teachers had moderate knowledge of energy concepts but demonstrated positive attitudes and behaviors towards energy conservation. Women and those with a science or technology background performed better in certain dimensions of energy literacy. The study emphasizes the need for improved energy education in schools and suggests integrating energy concepts into curricula. The article also provides information on energy resources and environmental impacts in Greece. Additionally, a list of references is included, which covers research on energy literacy and sustainability in various countries. [Extracted from the article]

The main purpose of the study was to investigate the effect of Jigsaw-4 problem-solving instruction on preservice physics teachers' (PSPT) problem-solving skills in the college of teacher education in the Southern nation nationality region of Ethiopia. The study involves 136 first-year PSPTs who are attending their preservice teacher education program in four colleges of teacher education. A quasi-experimental research method with a pretest-posttest design was used in the study. The instrument that was used to collect data for this research was a problem-solving skill test. The reliability of the test was checked using KR-20 and found to be 0.72. In treatment groups, one, two, and three, the TECMRER (Thinking, Exploring, Choosing, Manipulating, Discussing, Reflecting, Evaluating, and Re-teaching) model was used in Jigsaw-4 problem-solving strategies (J-4PSS), Jigsaw-4 (J-4), and Problem-Solving Strategies (PSS), respectively were employed, while the customary method was employed for the comparison group. The data were analyzed using descriptive and inferential statistics. The results revealed that despite treatment groups outperforming the comparison group, Blended Jigsaw-4 problem-solving instruction was the most effective approach for improving preservice physics teachers' problem-solving skills due to increments of interactive engagement among the individual within the group. [ABSTRACT FROM AUTHOR]

Diversified development of educational strategies has been increasingly growing in the field of teacher education to address the challenges in residential-based learning brought by the virtual classroom setting. Necessarily, the application of game-based learning (GBL) is viewed to significantly contribute to complementing the students' learning deficiencies. Hence, this study was conducted to increase concept retention among pre-service physical educators (PSPEs) through a game-based assessment strategy called moneypoly game. This descriptive-qualitative collaborative action research study comprised 48 student-participants enrolled in the professional education course, "Curriculum and Assessment in Physical Education and Health Education for K to 12", at a teacher education institution in Central Luzon, Philippines during the first semester of the academic year 2022-2023. Educational activities related to the moneypoly game were implemented multiple times during the face-to-face class sessions. Subsequently, open-ended reflective questionnaires were administered to obtain authentic and valid data to capture the increment of concept retention among the PSPEs. Adhering to Braun and Clarke's Thematic Analysis technique, students' responses were themed via qualitative analysis software powered by MAXQDA Analytics Pro 2022. Findings revealed three (3) emerging themes that helped learners retain long-term memory of the lessons' concepts. This includes (1) learners' experiences in the moneypoly game that strengthen their concept retention, (2) contributing factors to students' constant participation, and (3) significant recommendations to improve the game-based assessment strategy in the next cycle. These characteristics of the moneypoly game influenced the way that students learned and remembered information. This led to the perception that the intervention generated multiform driving forces for the learners' all-encompassing learning. The exploration and utilization of GBL could be applied to other areas of discipline to corroborate the findings made in this study. [ABSTRACT FROM AUTHOR]

Traversing metaphorical, literal, and epistemological borders everyday creates and produces new ways of being and knowing. These migrations have afforded many with ways to live in the in-betweenness of multiple languages, identities, and knowledges. In this conceptual essay, we focus on Gloria Anzaldúa's concept of geographies of selves to support ideas of translanguaging as a theory and pedagogy of linguistic embodiment. The body moves through space and time gathering information, knowledge, and wisdom to produce hybrid languages and culture and ultimately new knowledges. We specifically look towards the borderlands embodied experiences as central to new ways of understanding how bodies/identities express different realities and knowledges through language. We offer implications for Latinx pre-service education. [ABSTRACT FROM AUTHOR]

This study aims to explore the views of the fourth-year pre-service science teachers and science education master's program students regarding the effects of using the Peer-Led Team Learning (PLTL) model in science courses on the students. A total of 56 participants--28 undergraduates and 28 graduate students--participated. The Views About the PLTL Model A questionnaire and a semi-structured interview form were used as data collection tools. Content analysis was used during the data analysis. The results suggested that the PLTL model has positive and negative effects on peer and leader students in terms of "learning", "motivation/attitude" and "skills". The number of participants emphasizing positive effects in both questionnaire and interview data was much higher than those referring to negative effects. In other words, more participants agreed on the positive effects. When the possible positive and negative effects of the PLTL model were evaluated, the positive effects were identified as valuable for the education process, and the negative effects may be eliminated or minimized. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate pre-service teachers' mathematics teaching when responding to virtual pupils' unexpected mathematical questions concerning how to sort fractions. The research was conducted with 102 pre-service teachers participating in a teacher education program specializing in upper elementary school mathematics. The main data collection strategy took the form of video recordings of teaching sessions involving semi-virtual simulations. The recordings were analyzed through a qualitative explorative analysis process involving three phases, focusing on the object of learning and how the pre-service teachers handled the mathematics content pertaining to comparing fractions. The simulated teaching activity, together with the large sample, allowed us to discover patterns concerning how PSTs teach when they are asked unexpected questions related to fractions. The results show qualitatively different ways of teaching. PSTs draw pupils' attention to different learning objects by using different representations and more or less correct mathematics. This study offers teacher educators knowledge about how PSTs teach when confronted by students with unexpected questions concerning fractions and can therefore support teacher educators in interpreting students' mathematics instruction and help them decide how best to support PSTs' teaching instruction. [ABSTRACT FROM AUTHOR]

Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers' emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers' social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency. [ABSTRACT FROM AUTHOR]

In this paper we study the levels of anxiety towards mathematics teaching in a group of Spanish students for primary education teaching through the MATAS survey. The data collected in the survey is analyzed to determine if there are significant differences between the levels of anxiety when the sample is differentiated according to three criteria: if they have taken any previous mathematics subject, if they have any previous degree in education and if they have teaching experience in mathematics. As a result, it is obtained that most of the group of students present medium or high levels of anxiety towards the teaching of mathematics and that those who have no teaching experience or no previous degree present significantly higher mean levels of anxiety. [ABSTRACT FROM AUTHOR]

Video-supported reflection supports the professional development of student teachers and is a natural part of teacher education. The study aims to find out teacher education students' opinions about recording their teaching and analyzing it, to describe the experiences of recording and analyzing the videos, and to systematize their main areas of learning and development. Based on this, future video-based analysis tasks in teacher training could be planned more effectively. One hundred thirty-six teacher education students carrying out their teaching practicum participated in the study. Data was collected via a questionnaire after the teaching practicum (practical teaching course). The answers to the open questions were analyzed using the qualitative content analysis method, and the results of the answers to the closed questions are described using frequency indicators. The results show that the teacher education students who participated in the study expressed neutral opinions and positive expectations, as well as hesitation, uncertainty, discomfort, and fear before the first-time recording of their lesson and its analysis. For most of the study participants, the experience of recording and analyzing their lesson and observing a fellow student's lesson video was helpful and increased their self-confidence. The discussion highlights the possibilities of making the experience of video reflection more supportive and useful for teacher education students. [ABSTRACT FROM AUTHOR]

This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vignettes were created to illustrate changes and continuities of participants' understandings of teaching and learning, and to gain insights into how these conceptions evolved in distinct ways throughout the course. Pedagogical renewal involves learning new skills and knowledge, understanding how new knowledge is linked to practice, and recognising how underlying beliefs influence the selection, enactment, and reflection of pedagogical approaches. These factors point to the importance of individual agency in this process. [ABSTRACT FROM AUTHOR]

Copyright of Educatia 21 is the property of Babes-Bolyai University, Faculty of Psychology & Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Based on the increasingly prominent power of information technology in the innovative development of education, people pay more attention to the information and communications technology (ICT) teaching competency of pre-service teachers. In order to explore the supporting elements, key issues, and possible paths of current normal universities and colleges in cultivating pre-service teachers' ICT teaching competency, this study collects the survey data of graduates from 20 normal universities and colleges at provincial & ministerial, local, and junior levels. Based on the total quality management theory, technology acceptance model, and pre-service teachers' ICT teaching competency framework, it carries out the survey and analysis from three aspects: supporting elements, supporting effects, and ability development. The study finds that the support of personnel, facilities, curriculum, mechanism, and environment provided by normal universities and colleges does not play a full role in improving the ICT teaching competency of pre-service teachers. There are still great differences among different levels of universities and colleges. Among them, the influence of personnel support and curriculum support should be greatly strengthened, and facility support is even more inhibited. Based on these findings, it puts forward some strategies that are conducive to better cultivating the ICT teaching competency of pre-service teachers in the pre-service education stage, to make them adapt to the new standards and requirements for teachers in the new era. [ABSTRACT FROM AUTHOR]

Technology has been playing an increasingly important role in teaching and learning because of its capacity to increase students' motivation and provide them with opportunities to explore and acquire new knowledge and skills. However, little is known regarding the effectiveness of using the digital interactive case-based instruction (CBI) approach to support teaching and learning. Hence, this study investigated the effectiveness of digital interactive CBI in supporting learning of behaviourism among 234 preservice teachers. The results indicated that digital interactive CBI was a useful tool for enhancing learning. Preservice teachers not only found the activity engaging, but also believed that it was helpful in deepening their understanding towards operant conditioning and improving their abilities to analyse and solve real-world problems. The detailed findings will provide helpful insights to teacher educators who are considering implementing CBI in teacher education programmes. [ABSTRACT FROM AUTHOR]

Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline. [ABSTRACT FROM AUTHOR]

The importance of computational thinking skills in mathematics has been recognized in educational research for a long time. More recently, this recognition has materialized in formal international recommendations (e.g., by PISA's 2022 Mathematics Framework) and in national or provincial curricular reforms (e.g., in France, Sweden, and Canada) that promote the incorporation of coding in mathematics classrooms. This has led to opportunities as well as challenges for mathematics teachers, and a pressing need for work on teacher training. To contribute to this emerging area, we report on a professional development experience in which 25 inservice teachers collaborated with 36 preservice teachers to plan, implement, and reflect on the implementation of coding-based mathematics activities (using Scratch or Python) with Gr. 5-9 school students. Teachers' reflections are shared as insights gained through the experience, which may be of interest to other teachers or policy makers engaged in the implementation of coding in school subjects such as mathematics. With other researchers and teacher educators in mind, participating teachers' reflections are also used as a springboard to evaluate the reported training approach, discuss the approach in the context of existing literature, and provide some perspectives for the future. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) has the potential to enhance learning when integrated into mathematical classroom activities. Teachers are being asked to include CT concepts in their core disciplines; however, there is an open question as to how best to equip teachers to integrate CT into their practice. Oftentimes teacher candidates enter math and science methods courses with emerging ideas of what CT might be but little formal experience with the construct (Yadav et al., 2014). Relatively little is understood about the most effective ways to support candidates' understanding of CT, and how to support them in integrating CT into disciplinary instruction. In this paper, we describe a novel method of introducing teacher candidates to CT through a five-lesson module within the context of an existing pre-service teacher math and science methods course. We use an Experience First, Formalize Later format inspired by Stats Medic (2018) to help develop teacher candidates' intuitions around CT primarily through firsthand experience and the roles it can play in their math and science classrooms. This paper presents the instructional materials for this innovative approach for integrating CT into a pre-service mathematics and science methods course. We will also present data from teaching these materials with a cohort of 14 teacher candidates. Collectively, this work contributes a novel strategy for integrating CT into pre-service methods courses and contributes to our understanding of the relationship between CT and the existing disciplines of K-12 math and science, especially as seen by teacher candidates entering the profession. [ABSTRACT FROM AUTHOR]