Section archive - Preservice Teachers
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Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations
The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.
Updated: Apr. 06, 2021
Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners
How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.
Updated: Mar. 11, 2021
Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum
Despite a surge of research interest in pre-service teachers’ identities over the past years, scant attention has been paid to the process of their identity construction during their teaching practicum. Adopting a qualitative case study approach, this study seeks to fill this gap by examining the identity construction experiences of four pre-service school counselling teachers who have just completed their teaching practicum in a university in China. Informed by possible selves theory and identity conflicts theory, the study shows that the participants’ identity construction emerged from the interactions between their core identities and new forms of identities arising from their daily practice and social interactions in different school settings. While some participants’ identities updated and expanded in a supportive work environment, some experienced identity conflicts and deficits with a reduced sense of commitment towards teaching in a constraining school context. However, facilitated by their self-agency and contextual affordance, some navigated their identity conflicts by developing a negotiated identity and/or enriching their ideal identities for their continuing practice and development. The study argues for an explicit focus on teacher identities in current teacher education programs to raise student teachers’ identity awareness and facilitate their reflective learning and identity building.
Updated: Feb. 27, 2021
This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instill commitment and responsibility in future teachers.
Updated: Jan. 28, 2021
“Maths outside of maths”: Pre-service teachers’ awareness of mathematical and statistical thinking across teachers’ professional work
This paper reports on an aspect of a project that aimed to develop pre-service teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers’ professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group discussions across the year participating pre-service teachers’ commentary showed an increased awareness and appreciation of the breadth of contexts where teachers might encounter mathematics and statistics thinking beyond mathematics lessons. Given awareness is fundamental to learning and subsequent action we posit that developing this awareness during teacher education is important.
Updated: Jan. 04, 2021
Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions
To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service teachers in a profile group of high strategic learning skills and high collaboration dispositions showed the highest anticipated life satisfaction after five years. Obtaining a better understanding of pre-service teachers’ skills and dispositions will provide the basis for deeper exploration of how they may acquire these skills and how instruction can better be designed to assist students in developing these skills.
Updated: Dec. 29, 2020
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spanish preservice teachers’ transformative professional learning experiences evidenced by (1) disorienting dilemma, (2) reflection and exploration of assumptions, (3) gaining confidence in a new role, (4) behaviour changes, and (5) integration of new perspectives. Implications for fostering a third space, namely hybridity and boundary-crossing between university and schools, during teaching practicum are discussed in this paper.
Updated: Dec. 28, 2020
This study, which involves student teachers who were carrying out one semester's practice teaching, aims to investigate the self-efficacy beliefs these student teachers embraced for implementing self-regulated learning (SRL) in the English as a foreign language (EFL) classroom. Two surveys investigating student teachers’ self-efficacy for instructing SRL in classrooms and their self-efficacy for self-regulating their studies in the university teacher training program were administered to 128 student teachers. Results of this study suggest that it is imperative for school-based mentors to scaffold student teachers to SRL principles and application of SRL strategies while they engage in practice teaching during the practicum. The study also highlights a pressing need to include instruction of SRL in the university teacher training curriculum to foster self-regulated approaches to teaching and learning.
Updated: Dec. 28, 2020
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.
Updated: Dec. 28, 2020
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.
Updated: Nov. 20, 2020