International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
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527 items
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English is vertically distributed in the socioeconomic layers of Turkish society as there has been a discrepancy between English learning opportunities in public vs. private educational institutions and developed vs. underdeveloped regions.
Attracting qualified English teachers to work in unprivileged regions and public schools would be one of the solutions for the social inequity caused by unbalanced access opportunities to satisfactory English proficiency.
Collecting and analysing questionnaire data from pre-service teachers from 13 English Language Teaching departments (N = 583), and conducting semi-structured interviews with 88 participants, this study aims to understand regional and institutional plans of pre-service English teachers with a focus on factors affecting their plans.
Majority of the participants plan to work in public institutions as they offer job security and moderate workload;
on the other hand, professional development opportunities in private institutions are quite attractive for many teacher candidates.
Participants seem to have a tendency to work in developed regions.
Cultural concerns, geographical concerns, altruistic concerns, opportunities and beliefs derived from others’ experiences are found to be effective on their regional plans.
Published: 2020
Updated: Dec. 28, 2020
42
In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology.
Expectancy–value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost.
A total of 135 pre-service teachers were surveyed using a modified survey instrument.
This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates.
Current research indicates that quality staffing in Australian regional schools remains a significant concern.
Findings indicated that candidates’ motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching.
Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution.
The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.
Published: 2019
Updated: Nov. 20, 2020
43
This article reports on the perceptions and expectations of pre-service teachers (PSTs) on the role of Emotional Intelligence (EI) taught as part of a teacher preparation course.
The research was conducted across core units in first and fourth years of an undergraduate education degree in an Australian university.
The researchers used a mixed method study.
Online survey data from 208 students were analysed, using descriptive statistics for quantitative data and thematic analysis for open-ended responses.
Results indicate that PSTs’ understandings of EI included awareness and management of emotions in oneself and others.
They perceived EI as highly important to teachers in various aspects of teaching such as classroom management, student well-being and classroom pedagogy.
Additionally, first year students stated that they expected to learn about EI in their teacher education program, however fourth year students expressed that they had not learnt about EI during their course.
Published: 2019
Updated: Nov. 18, 2020
44
Space is not separable from the learning and teaching that take place in and through teacher education programs.
In this paper, the authors attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching.
In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, they specifically focus on “mapping” space as their approach to developing a critical embodied pedagogy.
In particular, they highlight one White female preservice teacher’s spatial experience in a homeless shelter. They discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs.
Published: 2020
Updated: Nov. 03, 2020
45
The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms.
In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course.
The program’s framework is the constructivist learning approach.
Data were collected through interviews, classroom observations and field notes.
The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons.
Thus, it is possible to support implementation of movement integration into secondary academic classrooms.
Published: 2020
Updated: Oct. 23, 2020
46
The purpose of this study was to disrupt whiteness through the use of critical race counternarratives during a critical literacy workshop with middle-school preservice teachers.
Over two years, 57 preservice teachers participated in and reflected on their experiences reading master narratives and viewing counternarrative texts in a critical literacy workshop.
Students responded in a variety of ways that ranged from displacing responsibility for their ignorance about the counternarrative texts onto educational structures, to troubling their roles in reproducing oppressive school environments and considering action steps for future teaching. Our research has important implications for preservice teachers, teacher educators, and those interested in implementing preservice teacher educator curriculum using a critical race theory lens.
Published: 2020
Updated: Aug. 30, 2020
47
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration.
For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight.
Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement.
Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support.
Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.
Published: 2019
Updated: Aug. 17, 2020
48
It is generally assumed that in order to teach mathematics effectively, middle years teachers ought to have a high degree of knowledge of mathematics and confidence in their ability to do the mathematics as well as self-efficacy to teach it.
This study examines the content knowledge, mathematics confidence and self-efficacy of 99 graduate-entry pre-service teachers in an Australian school of education. The findings indicate that, in general, their mathematical content knowledge was not strong.
Further, the participants expressed different levels of confidence and self-efficacy for specific concepts, so, while the scale used had high Cronbach’s alpha coefficients, its internal consistency was relatively weak.
That is, confidence and self-efficacy were found to be content specific.
Further, the participants tended to have confidence and self-efficacy scores that, while low, were inconsistent with their ability to do the mathematics; they tended to overestimate their mathematics competency.
The findings with respect to pre-service teachers’ deficit of relevant mathematical knowledge, confidence and self-efficacy have implications for teacher preparation to teach mathematics in the study institution and potentially more broadly in the West.
Published: 2019
Updated: Aug. 17, 2020
49
This paper explores the interconnection between the development of subject knowledge and the influence of communities in which the learning is located.
Participants followed an initial teacher education (ITE) course in physical education.
Data collection consisted of interviews with pre-service teachers and their school-based mentors.
ata analysis utilised the constant comparative method.
The study found significant gains in the knowledge bases that were investigated.
These could only be understood within the context of the communities in which the learning took place.
This influence needs to be explicitly recognised if a more complete understanding of subject knowledge formation on ITE programmes is to be developed.
Published: 2019
Updated: Aug. 08, 2020
50
This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary).
Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology.
The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers.
Practical implications include professional development around decision-making during teacher education programs.
Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.
Published: 2019
Updated: Aug. 07, 2020