How do pre-service teachers’ reflective processes differ in relation to different contexts?

Reflective practice represents a central theme in teacher education. The focus of this study is to look at pre-service teachers’ reflection processes and their breadth and depth in four different contexts. Our research data consist of 53 pre-service teachers’ mathematics portfolios, from which three were selected for closer scrutiny. The chosen portfolios represent different reflection profiles. According to our findings, the breadth and the depth of the pre-service teachers’ reflection processes varied greatly, and their former experiences as learners of mathematics seemed to have a great impact on their reflection when teaching mathematics for the first time. However, through acquaintance with research articles, the pre-service teachers’ reflection deepened and, at the same time, seemed to broaden. The participants’ consideration of biographical contexts aided their understanding and their reflection of other contexts.     

Emotions and the practicum: the cooperating teachers’ perspective

The paper reports some of the findings of a qualitative case study that examined the perceptions of the role of cooperating teachers as they supported pre‐service teacher colleagues. The study revealed a number of significant issues related to professional learning and teachers’ ‘ways of knowing’. One of the most significant results to emerge was the emotional dimension of the role of the cooperating teachers. Previous studies related to education per se have identified an ‘emotional dimension’ for the students and teachers, respectively. However, there has been limited research that identifies this important aspect of pre‐service teacher education programmes for the school‐based teacher educator. This paper explores issues related to the emotional intensity of the role through the ‘voices’ of the cooperating teachers as they describe the roller‐coaster ride of emotions that the practicum generates. Discussion will address the implications of such findings in light of the increasing demands of teachers’ work and the complexity of their workplace.     

The relationship between Turkish pre-service ICT teachers’ educational philosophies and occupational anxieties

This study examines Turkish pre-service Information and Communication Technologies teachers’ educational philosophies and occupational anxieties. A total of 800 pre-service teachers participated in the study. Results showed that the predominant educational philosophies among the participants were the existentialism, progressivism, reconstructionism, and perennialism, respectively. Essentialism was the least preferred educational philosophy. In addition, the majority of pre-service teachers expressed a strong belief in both existentialism (95.6%) and progressivism (95.5%). The participants reported low levels of occupational anxiety. Pearson correlations showed very weak or no relationship between the educational philosophies and occupational anxieties. Implications are discussed.     

Exploring pre-service school counselling teachers’ learning needs: perceptions of teacher educators and student-teachers

Drawing on the dual perspectives of teacher educators and student-teachers, this research explores the complex learning needs of pre-service school counselling teachers (SCTs) in China. Relying on data from in-depth interviews and relevant curriculum documents, the findings of the study demonstrate four critical needs of SCTs, namely, developing a strong knowledge foundation with research competence, linking theories with practice in specific institutional and socio-cultural contexts, seeking social support and emotional guidance, as well as constructing a sense of vision and agency. However, due to a linear curriculum structure as well as various contextual obstacles (e.g. the exam-oriented system and potential social bias), the learning needs of student-teachers were not sufficiently addressed in the pre-service teacher education programme. The study argues for a recursive, integrative and context-specific teacher education curriculum in which student-teachers can be afforded rich practical opportunities and sufficient social and emotional support in the process of learning to teach.     

Modeling the relationship between pre-service teachers’ TPACK and digital nativity

The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation of the Digital Native Assessment Scale (DNAS). Structural equation modeling (SEM) was conducted to investigate the assumption that digital nativity was a predictor of TPACK competency. It was found that pre-service teachers considered themselves to have high-level ability in both digital nativity and TPACK competency. The most prominent finding of the study was that digital nativity is a significant predictor of TPACK competency. Based on the research findings, implications for practice and suggestions for future studies are also provided.     

Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value

Cultural Studies of Science Education - Collaboration has the potential to strengthen both professional learning and well-being for teachers. However, it can also bring problematic aspects, such as...     

Doctors diagnose,teachers label: the unexpected in pre-service teachers’ talk about labelling children with ADHD

A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus.     

Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: case studies in U.S. elementary school contexts

This case study examines a Chinese and Korean-Chinese pre-service teachers’ perceptions of their mentor teachers’ role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher’s open conversations and willingness to host those students bring positive influence on their learning and growth. The findings also indicate that the facilitative roles of mentor teachers in the promotion of inclusive environments are intersected with the socio-cultural and political contexts of practicum schools and universities. The study concludes with implications for enhancing the inclusion of diverse pre-service teachers through collaborative roles of multiple practicum stakeholders, including pre-service teachers, mentor teachers, practicum schools, and universities.     

Development of pre-service teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university

This paper examines how the design and implementation of a core teacher education course develops pre-service teachers’ information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based learning approach to develop pre-service teachers’ pedagogical competencies, and used an online learning platform to facilitate the sharing of experiences of using ICT for teaching and learning. This case study demonstrates that innovative pedagogies together with more relevant course content supported by an online learning platform may enhance the effectiveness of a core ICT in education course.     

Predictors of teachers’ use of ICT in school – the relevance of school characteristics,teachers’ attitudes and teacher collaboration

This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level.     

Student teachers’ emotional teaching experiences in relation to different teaching methods

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching.     

ICT in the classroom: Primary education student teachers’ perceptions of the interactive whiteboard during the teaching practicum

A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers’ perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness – and indeed the drawbacks – of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT – specifically the interactive whiteboard – as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool’s effectiveness in the classroom. Among the main results for students’ perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students’ suggestions for improvement.     

Exploring the relationship between dialogic teacher talk and students’ persuasive writing

Studies have documented the importance of dialogic classroom discourse for supporting academic outcomes such as reading comprehension and vocabulary development. This study examines the relationship between teacher talk during whole-classroom discussions in 42 classrooms and post-discussion persuasive essays from students in grades four through seven (n = 471). Teacher talk was coded by type of question (contestable, semi-open, or quiz-like) and teachers' follow-ups (prompting, pressing for reasoning, active listening), and further categorized as indicating either high or low levels of dialogic talk. Multilevel modeling that accounts for student participation rate, discussion topic, and students' demographic information shows that high dialogic teacher talk positively predicts students’ persuasive essay scores, while low dialogic teacher talk negatively predicts their scores. The study supports existing hypotheses about the role of teacher dialogic talk in whole-class settings.     

Variations in pre-service teachers’ career exploration and commitment to teaching

The purpose of this study was to investigate various career paths pre-service teachers explore and the processes of establishing their commitment to becoming a teacher. A mixed-methods design was employed; 326 surveys measured the levels of pre-service teachers’ career exploration and commitment using occupational identity status (achievement, moratorium, foreclosure, and diffusion), along with resilience and perceived instrumentality. Thirty-two interviews were followed to further explore detailed variations of their career decision-making journey. MANOVA analysis indicated significant differences for resilience and perceived instrumentality based on the four occupational identity statuses. Subsequent qualitative analysis identified various patterns where pre-service teachers differed in their entry motivation, negotiation for their career decision making, and the strength of their commitment to teaching. The findings of this study illuminate iterative and non-linear development of pre-service teachers’ professional identity.     

Instructors’ teaching styles: relation with competences,self-efficacy,and commitment in pre-service teachers

Instructors’ teaching styles in higher education are an issue of major importance because these interactions affect students’ self-perceptions, involvement, and achievement. This study aimed to test a theoretical model of relations between perceived teaching styles (autonomy support, structure, and control) and competences, self-efficacy, and commitment in pre-service teachers; to assess the invariance of the model in two samples; and to analyze the mediated relations between these variables. Measures were collected from 842 Spanish pre-service teachers. As main research implications, teaching styles predicted acquired competences, competences predicted teaching self-efficacy, and self-efficacy predicted commitment to the profession. This model was equivalent in two samples of childhood and primary education pre-service teachers. Competences and self-efficacy mediated the relationships between variables. As practical implications, this study clearly shows the need for different interventions to enhance adequate instructors’ teaching styles and to foster among novice pre-service teachers the acquisition of professional competences, initial self-efficacy, and a good level of commitment to their profession.     

Neither fish nor fowl: Exploring seconded and contracted teachers’ experiences of the university sector

While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations of seconded and contracted teachers conclude the paper.     

Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities

There is growing concern over graduating trainee teachers’ insufficient level of Information and Communication Technology (ICT) literacy. The main purpose of this research was to describe the nature of trainee teachers’ ICT literacy at the beginning of preservice training: (a) to explore the structure and to identify the main components of ICT-related capabilities, and (b) to examine possible relationships between these components. Data from trainee teachers’ ICT literacy self-assessment survey were examined using exploratory and confirmatory factor analysis. Two elements of ICT-related general cognitive capabilities and three elements of technical capabilities were identified, respectively: (a) problem solving, (b) communication and metacognition, (c) basic ICT capabilities, (d) analysis and production with ICT, (e) information and Internet-related capabilities. It was found that general cognitive and technical capabilities are two separate areas of ICT literacy; however basic ICT capabilities are an important component of both areas.

Sociomathematical and mathematical norms related to definition in pre-service primary teachers’ discourse

This study is part of a wider research program, which seeks to investigate the existence (or not) of relationships between sociomathematical and mathematical norms at different academic levels. Here, we consider the norms that arise in the interaction between primary student teachers when they solve a mathematical task related to the mathematical definition. We hypothesize that in the colloquial mathematical discourse between these students coexist two types of discourse as follows: sociomathematical and mathematical, each one with its specific norms. This coexistence can originate commognitive conflicts. We have been able to identify different commognitive conflicts that arose from the simultaneous existence of sociomathematical norms and mathematical norms linked to defining, approaching their generation.     

Getting to the root of the matter: pre-service teachers’ experiences and positionalities with learning to teach in culturally diverse contexts

Cultural Studies of Science Education - This study investigated the experiences of a group of pre-service secondary science teachers in learning to teach in culturally diverse contexts. The...