International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Preservice Teachers
Page 25/47
466 items
241
The current research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in England. The cohorts had different characteristics; in particular, their overall ability, their confidence in science and how they had been taught science at school were different. Following teaching both cohorts had increased their understanding of scientific evidence, and improved their ability to conduct an open-ended investigation.
Published: 2012
Updated: Mar. 24, 2013
242
This paper represents a preliminary attempt to address the role of teachers in supporting students’ learning on socio-scientific issues by characterising pre-service biology teachers’ perceptions and adaptation of curriculum and identifying factors that serve to mediate this process. The results indicated that the teacher candidates perceived a need to address SSI positively. Pre-service teachers had moderate personal teaching efficacy beliefs related to teaching about SSI.
Published: 2012
Updated: Mar. 24, 2013
243
This article explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge over the course of a semester’s study in a science methods course. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of Pedagogical Content Knowledge in pre-service education might be better understood and developed.
Published: 2012
Updated: Mar. 21, 2013
244
The study focuses on pre-service teachers’ reflection processes in four different contexts during their subject teaching practicum: (1) reflections on lessons, (2) pupil observation, (3) research reading, and (4) autobiographical context. The data consist of 53 pre-service teachers’ mathematics portfolios, from which the authors purposively selected three for closer scrutiny. According to the results, the breadth and depth of the pre-service teachers’ reflection processes greatly varied. Furthermore, the mathematics autobiographies revealed how the students had constructed their mathematics pasts and what they had learnt from their earlier experiences of teaching mathematics.
Published: 2012
Updated: Mar. 20, 2013
245
This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers’ environmental motivation. Two comparable groups of pre-service teachers participated in this study. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales.
Published: 2012
Updated: Feb. 27, 2013
246
The goal of this study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers’ geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.
Published: 2012
Updated: Feb. 27, 2013
247
This study was aimed to identify the inter-relationships among internal factors and external factors that might affect pre-service teachers’ use of ICT. The participants were 1898 pre-service teachers in 18 different Turkish universities. The results indicate that pre-service teachers might have difficulty with integrating technology into the teaching and learning process. This study revealed that Turkish pre-service teachers used basic ICT applications. The pre-service teachers also reported that their knowledge level about advanced ICT applications was low.
Published: 2011
Updated: Feb. 25, 2013
248
This study examines how interactive video and web-based technologies can be used to improve pre-service teachers’ communication competence and reflective thinking. The study also explores the learning processes and systematically evaluates the Video Reflection system from the students’ perspective. The authors conclude that the stages between presentations developed pre-service teachers’ cognitive communication competence. Development of cognitive communication abilities coupled with iterative cycles of practice developed pre-service teachers’ behavioral capabilities.
Published: 2011
Updated: Feb. 13, 2013
249
In this study, the authors sought to gain an understanding of what motivates prospective teachers who are Noyce Scholars at a research-intensive southeastern US university to commit to teaching secondary level science or mathematics in school districts that have a high proportion of students who come from low-socioeconomic households.
Published: 2012
Updated: Jan. 28, 2013
250
The goal of this study was to investigate the relationship between components of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The results showed that only the belief about “existence of one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy.
Published: 2011
Updated: Jan. 28, 2013