Preservice Teachers

The relationship between the student teacher and cooperating teacher is important in the student teaching experience in Family and Consumer Sciences. This paper provides an overview of a phenomenological study conducted to examine the nature of the relationship of the student teacher and cooperating teacher in facilitating the student's professional development. The five student teachers participating in the study were taught from a critical science perspective. If the curriculum perspective held by the student teacher and cooperating teacher are in conflict there may be difficulties for the student teacher. Themes identified are related to (a) the purpose and outcomes of the student teaching experience, (b) the relationship between the student and cooperating teacher, and (c) the knowledge and skills of the student teacher.

The relationship between the student teacher and cooperating teacher is important in the student teaching experience in Family and Consumer Sciences. This paper provides an overview of a phenomenological study conducted to examine the nature of the relationship of the student teacher and cooperating teacher in facilitating the student's professional development. The five student teachers participating in the study were taught from a critical science perspective. If the curriculum perspective held by the student teacher and cooperating teacher are in conflict there may be difficulties for the student teacher. Themes identified are related to (a) the purpose and outcomes of the student teaching experience, (b) the relationship between the student and cooperating teacher, and (c) the knowledge and skills of the student teacher.

Moreover, even in cases where quantitative research finds differences between generations, such differences do not always involve a greater tendency to embrace online learning on the part of younger students, nor do they necessarily outweigh the equally important commonalities between older and younger students. For example, Hartman, Moskal, and Dziuban (2005) analyzed student surveys for generational differences in learning engagement, classroom interaction, and learning approaches in response to online environments. Their findings showed that older students, in this case Baby Boomers (that is, individuals born between 1946-1964), had the highest levels of satisfaction with engagement and interaction; their findings also indicated that older students were the most likely to change their approach to learning whereas Net Generation students were the least satisfied and the least likely to change their approach to learning. However, they found no generational differences in what stude...

This critical case study examines the experiences of teachers who are within their first three years of teaching; specifically, this study sought to understand new teachers' level of self-efficacy as it pertains to teaching for diversity, equity, and inclusion, as well as the barriers that exist to doing this work and the supports that new teachers need. Generally, new teachers describe feelings of fear, as well as a lack of time and a general feeling of being overwhelmed. I center the voices of new teachers and highlight where teacher preparation programs fall short and how to support new teachers on a path to becoming transformative educators.

It is important for prospective elementary school teachers to know their epistemic beliefs because this is related to beliefs about how to teach in schools and how learning should be done, which are called pedagogical beliefs. This study aims to investigate whether epistemic beliefs can predict the pedagogical beliefs of prospective elementary school students. This research method used a quantitative method with 179 elementary school teacher education students as research subjects. The data obtained were analyzed using a linear regression test. The results of this study indicate that students' epistemic beliefs can predict students' pedagogical beliefs, especially in terms of social studies learning concepts in elementary schools.

Proficiency in solving mathematical problems is essential for preservice elementary teachers, as they will teach foundational math concepts and foster problem-solving abilities among young learners. However, many studies found low problem-solving performance among preservice teachers. In line with this, the present study examined how problem-solving disposition relates to the performance of preservice elementary teachers, conducted at a selected higher education institution in Nueva Ecija, Philippines, with 134 participants. The study utilized a mathematical problem-solving disposition and beliefs scale questionnaire and a problemsolving test scored using the identify, define, explore, act, and look (IDEAL) model. Results indicated an average problem-solving disposition and high problem-solving performance among preservice teachers. Linear regression analysis showed that overall problem-solving disposition is a predictor of performance. Further, stepwise regression analysis revealed that two disposition parameters, mathematical mindset (β = 2.413, p < 0.01) and community of practice (β = 1.866, p < 0.01), significantly predicted problem-solving performance. These findings show the significance of developing a problem-solving disposition, mindset, and learning communities to improve future teachers' problem-solving ability by providing more learning opportunities, interdisciplinary problems, and social engagements.

Background The research reported on in this study takes place in Newark, the largest urban school district in the state of New Jersey. It is based upon a pilot project in which the work of several middle school teachers was examined over the course of several years (Schorr, ...

elementary PSTs used to solve and model two non-unit fraction multiplication tasks before instructional guidance. We found the majority of PSTs used algorithmic approaches to provide solutions and often did not provide an explanation or a visual representation to support their reasoning. Two special cases provided insights into challenges PSTs may face when depicting and partitioning the unit within area models. These findings have implications for purposeful sequencing of fraction tasks and intentional instruction around representing and partitioning units.

Addressing the significant need for literacy education instruction, Missouri teacher preparation programs require eight credit hours of literacy coursework for all preservice teachers. Preparing these future teachers-many of whom lack confidence in their own reading and writing skills-is a salient research topic. Guiding students in re-examining their assumptions around the role of literacy in their own learning will support meaningful integration of these fundamental skills in instructional design. This transformation of students' frames of reference requires a challenge to their current conceptions of literacy, a holding space for exploration, and meaningful reflection. According to the National Center for Education Statistics (2012), students' writing performance declines as they advance into secondary grades. Consequently, the Common Core State Standards (2010) include cross-disciplinary literacy standards, "predicated on the idea that content area teachers will use their expertise to teach, guide, and engage students in the reading, writing, speaking, and language relevant to the respective discipline" (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). This is especially relevant in content areas like science, as literacy can support student understanding of the identities, activities, and patterns of thinking within the field (Pytash, 2013). Likewise, writing in math "provides opportunities for students to demonstrate mathematical understanding and construct arguments" .

This study examines the challenges that general education teachers face in implementing
inclusive education for students with intellectual disabilities in Qatar. Employing a mixed-
methods approach, quantitative data were collected from 255 teachers via a structured
questionnaire, complemented by qualitative insights from semi-structured interviews with
five participants. The findings indicate that teachers encounter moderate to high levels
of difficulty, particularly in areas related to the school environment and the availability
of educational resources. Significant demographic differences were observed, with male
teachers and those working in primary schools reporting greater perceived barriers. The-
matic analysis revealed six key factors influencing teachers’ perceptions: student diversity,
instructional practices, teacher preparedness, school culture and environment, family and
community involvement, and logistical challenges. Despite national policy support for
inclusive education, the study reveals ongoing deficits in teacher training, institutional
backing, and resource provision. These findings underscore the complex intersection of
individual, institutional, and societal factors shaping inclusive education efforts. The study
offers valuable insights for localizing inclusive education efforts in Qatar and similar con-
texts, with implications for educators, policymakers, and educational leaders committed to
fostering equitable learning environments.

This study investigates the evolving role of librarians in the context of generative artificial intelligence (AI), particularly tools like ChatGPT. A descriptive survey was conducted among 46 librarians from grantable colleges affiliated with Savitribai Phule Pune University to assess their awareness, usage, training, and ethical concerns regarding AI. The findings reveal high awareness but limited formal training, alongside a strong interest in AI integration and user education. The study emphasizes the urgent need for targeted professional development, ethical guidelines, and AI literacy initiatives to enable librarians to navigate and lead in an AIaugmented information environment.

The specific roles of school counselors and school psychologists are frequently misunderstood by students, parents, and other education professionals. This article presents results from a study of preservice teachers' (N = 111) views of the functions of school counselors and school psychologists in helping students. Results suggest that preservice teachers distinguish between school counselor and school psychologist roles in promoting student career readiness and personal social development, while no distinctions are made between supporting student academic development and providing counseling services. Implications for professional school counselors and counselor education are discussed.

1 New Ways to Measure Systemic Change: Map & Analyze Patterns & Structures Across Time Theodore W. Frick, Rodney Myers, Kenneth Thompson, Sean York Association for Educational Communications and Technology Annual Conference, Orlando, FL Nov. 6, 2008 ...

Professional Experience placements provide invaluable opportunities for pre-service teachers to connect their expanding knowledge to teaching practice. When done well, these experiences are underpinned by purposeful and continuous guidance from experienced mentor teachers. Significantly, the participation and engagement of Australian mentor teachers in this process is voluntary in nature, meaning the system relies on teachers 'opting-in' to mentoring. This research examines mentor teacher participation within Secondary-level initial teacher education courses and highlights issues relating to overall mentor teacher (and host school) engagement. Analysis of placement data over a five-year period to 2021 illustrates a significant change in participation with a dwindling number of mentor teachers participating in placement activity. Other insights include a declining rate of school and mentor teacher participation and an over-reliance on a portion of the teaching workforce to sustain these preparatory experiences. These findings highlight structural and systematic gaps negatively impacting on the delivery and quality of initial teacher education, which in turn have broad implications for the current national workforce shortage in Secondary teaching.

This study evaluates the effectiveness of a targeted intervention designed to enhance the professional and pedagogical skills of prospective physics teachers, addressing a key gap in teacher education. The research involved an experimental group that received the intervention and a control group that did not. The research subjects in the experimental and control groups were 120 each. To rigorously assess the impact, Whitney and Wilcoxon’s statistical tests were employed to compare pretest and posttest outcomes. Additionally, Wright map analysis was used to visualizes kill development. The results revealed a significant improvement in the professional and pedagogical skills of the experimental group compared to the control group, as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500, p<0.05). The Wright map analysis further demonstrated that the experimental group experienced more consistent and substantial gains in pedagogical skills. This study contributes to the field by demonstrating the effectiveness of interventions in improving the skills of prospective physics teachers, offering educational policy recommendations, and filling important gaps in the literature. Moreover, it emphasizes the critical role of ongoing evaluation in the continuous development of teacher training programs. By addressing these areas, this research provides valuable insights that can inform the design and implementation of more effective teacher training strategies.

This study aimed to determine the effect of science, technology, engineering, and mathematics project-based learning (STEM-PjBL) on the collaborative problem solving (CPS) of preservice teachers (PSTs). The pretest-posttest non-equivalent control group design was employed. A total of 72 PSTs enrolled in plant physiology course participated in this study. Self-assessment and project were used to evaluate PSTs’ CPS skills. Self-assessment scores were analyzed by analysis of covariance (ANCOVA), while project scores were analyzed by the Mann-Whitney U test. The results of self-assessment indicated that STEM-PjBL enhances CPS skills, particularly in social regulation, task regulation, and knowledge building. The results of the team’s problem-solving skills in completing the project did not differ between the two groups. But the result of integrated STEM skills showed that the STEM-PjBL group was better at integrating STEM disciplines into their project. This study highlights the importance of interdisciplinary projects in a PjBL environment that can be adopted by teacher preparation programs for enhancing PSTs’ CPS skills as well as gaining knowledge of STEM integration.

The integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis from four purposively selected special education teachers in two East Malaysian secondary schools offering special education integration programs (SEIP). Thematic analysis revealed three key findings: i) low technology supports for accessibility and engagement; ii) high technology integration for personalization and empowerment; and iii) integrating of TPACK and UDL principles challenges due to limited understanding and resource constraints. The study concluded that while teachers show commitment to technology use, there is a pressing need for targeted professional development to enhance TPACK and UDL competencies. These findings align with SDG 4’s focus on quality education for all, emphasizing how enhanced teacher training and effective technology integration can significantly improve the quality and inclusivity of education for ID learners.

Integrating technology into instructional practices continues to pose a substantial challenge for preservice teachers, a challenge that has not been sufficiently addressed by existing teacher education programs. This study seeks to bridge this gap by implementing, evaluating, and refining a modified learning by design (mLBD) approach through a two-cycle design-based research (DBR) methodology. The research was conducted with 27 preservice teachers in the first cycle and 29 in the second cycle. Data were collected through semi-structured interviews, group lesson plans, micro-teaching sessions, peer feedback, and group discussions. The content analysis and constant comparative analysis identified two key impediments to effective technology integration: i) a superficial understanding of teaching methods and approaches and ii) a lack of targeted instructional guidance. Conversely, three facilitating factors were found to support preservice teachers’ technology integration: i) a deep understanding of teaching methods and approaches; ii) targeted guidance from the instructor; and iii) authentic experiences in collaborative curriculum design and redesign. These findings suggest that the mLBD approach offers valuable insights for enhancing teacher education programs’ capacity to support preservice teachers in effectively integrating technology into their instructional practices.

In teacher education, research plays a central role in the preparation and professional development of preservice teachers. Preservice teachers’ knowledge of research and their academic writing skills serve as a pathway for successfully completing a research project. This sequential-explanatory mixed methods study was conducted to provide an in-depth understanding of the preservice elementary teachers’ needs on research and academic writing. A total of 80 preservice elementary teachers participated in the study. Data were collected online using a structured questionnaire and an interview guide. Drawing from both the quantitative and qualitative analyses, a multitude of the participants’ research and academic writing needs were uncovered. On the research component, the participants’ needs encompassed a wide range of areas, including knowledge of research methodology, access to quality data, expert support, among others. As for the academic writing, the participants’ needs varied from language use, structure and mechanics to the writing process. Based on the findings, the study outlines practical implications useful for teaching research writing within the context of teacher education.

This tracer study aimed to investigate the demographic, academic, and employment profile of 202 Bachelor of Elementary Education (BEED) graduates of Northern Iloilo State University (NISU), Philippines from A.Y 2016-2019. This study employed a quantitative approach with data collected through a modified questionnaire modeled from the Philippines' Commission on Higher Education (CHED) Graduate Tracer Study. The findings showed that most graduates passed the Licensure Examination for Teachers and worked full-time, however, were underemployed. Most graduates acquired their first job in less than a year, but not in the field of education. The respondents found learned skills in communication, knowledge and technical, leadership, human relations, and ICT useful in the workplace to a great extent. However, research and problem-solving skills were found to be useful to a moderate extent. Among the difficulties faced by BEED graduates in finding a job, the limited job vacancies in the teaching profession or the lack of positions or permanent items in public elementary schools was pointed out as a major problem. The university is recommended to establish a dedicated unit for conducting regular tracer studies, integrate it into the college's quality assurance system, and strengthen partnerships with local employment offices and the private sector to ensure job opportunities for graduates. The Teacher Education Department may review and enhance its curriculum to align with the current demands of the teaching profession in public and private schools, both for local and international employment.

As the global community continues the transition from an industrialized factory model to an information and now participatory networked-based society, educational technology will play a pivotal role in preparing students for their futures. Many teacher preparation programs are failing to provide preservice teachers with the knowledge, skills, and dispositions necessary to adopt and utilize technology effectively. This paper presents an enhanced technology, pedagogy, and content knowledge (TPACK) model that adds ...

The paper will consider what laboratory and other facilities are most appropriate in the education of primary preservice students, and indeed for inservice education, in order to provide aspiring teachers with the experiences which will best assist them in their teaching of primary science. The discussants have different views about the issue of laboratory facilities and experiences, although all are committed to progressing the best possible outcomes for student teachers. Participants to this presentation session are requested to read the material supplied beforehand so that the majority of the time can be spent in discussion.

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The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.

After family members, teachers are perhaps the only people with whom young people spend most of their time. Many researchers interested in educational ethics have emphasized that teachers have an essential role in the moral development of young people. Therefore, examining the beliefs and ideas of prospective teachers about moral development in the classroom environment is an important research aim. This study reports and analyzes pre-service teachers' beliefs about teachers' role in the moral development of students in a classroom context. The data comes from a questionnaire answered by pre-service teachers in an undergraduate educational ethics course at a university in central Anatolia, Turkey. The questionnaire had two open-ended questions asking the pre-service teachers whether teachers can teach children to be good people and how moral development occurs. The pre-service teachers answered the questions via google forms at the beginning of the fall semester in 2022. The pre-service teachers' responses to the survey were analyzed through content analysis to reveal the presence of potential concepts and themes associated with how moral development occurs in the classroom. The analysis also includes the quantification of concepts and themes that are present in pre-service teachers' responses. The analysis revealed that most pre-service teachers believe teachers affect their students' moral development by being a model. In contrast, a considerable number of pre-service teachers believed that families rather than teachers are responsible for students' moral development. The data also revealed several themes related to pre-service teachers' beliefs about how moral development occurs in a classroom setting. The final part of the study discusses recommendations for pre-service teacher education programs and further research into teachers' beliefs about moral education.

Grade inflation, also known as grading leniency, refers to teachers' awarding of higher grades than students deserve, and it results in higher average grades given to students. Grade inflation is a global phenomenon that has produced widespread condemnation among educators, researchers, and the public. Yet, little research has focused on pre-service teachers' beliefs and opinions about the ethics of grade inflation. This paper aims to map out and examine Turkish pre-service teachers' opinions about the ethics of grade inflation. For the study, four scenarios were designed based on a literature review. The scenarios contained ethical dilemmas associated with grade inflation. The study participants were a group of students taking an educational ethics course at a state university in central Anatolia, Türkiye. The pre-service teachers in groups were asked to make a decision related to grade inflation. After each scenario was presented to the participants, they were asked to write the significant conflict elements in dilemma scenarios and whether or not they would raise the students' grades mentioned in the described situation. After that, they were asked to write their justifications for their decisions and any alternative strategies they may use in situations described in the scenarios. The pre-service teachers' responses to the survey were analyzed through content analysis to reveal the presence of potential concepts and themes associated with grade inflation. The analysis also includes the quantification of concepts and themes that are present in preservice teachers' responses. The results of the study offer guidance to pre-service teacher educators in creating course content for courses such as educational assessment and educational ethics.

This study examined the differences in anxiety, analytical thinking tendency, and spatial anxiety levels of pre-service teachers according to their departments and gender; the relationships between these variables; the mediating role of analytical thinking in the effect of anxiety on spatial anxiety; and the moderating role of gender. A correlational survey model was used in the study. The study included 289 pre-service teachers studying at a state university's faculty of education. Data were collected through the Spatial Anxiety Scale, Anxiety Assessment Scale, Analytical Thinking Tendency Scale, and demographic information form. Data were analyzed using ANOVA, t-test, correlation, regression, and moderated mediation analysis. The findings revealed that there was a significant difference between the teaching departments only in terms of the total score of analytical thinking tendency. In Feeling Unsafe, Spatial Anxiety Total Score and Mental Manipulation and Navigation Anxiety sub-dimensions, it was determined that women had higher scores compared to men; that is, they had higher anxiety. Correlation analyses showed that there were positive correlations between anxiety and spatial anxiety and negative correlations between analytical thinking tendency and both anxiety and spatial anxiety. Multiple regression analysis revealed that anxiety, analytical thinking tendency, and gender significantly predicted spatial anxiety. The moderated mediation analysis revealed both a significant direct effect of anxiety on spatial anxiety and a significant indirect effect through analytical thinking tendency. This indicates that analytical thinking tendency partially mediates the relationship. However, gender did not significantly moderate either the direct effect or the mediation pathways. This finding strongly suggests that the basic cognitive-affective mechanisms between general anxiety, spatial anxiety, and analytical thinking tendency operate independently of gender, despite mean level differences. In this context, it may be useful to focus on affective processes such as anxiety and cognitive processes such as analytical thinking in addition to biological and sociocultural factors such as gender in future studies to understand and reduce spatial anxiety.

Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach “science for all”? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of “research as praxis” and phenomenological research methodology. The findings describe the research participants&#39; strengths thematically as propensity for inquiry, attention to children,...

Incorporating theory into practice is not a simple but rather a dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers (PT) at teaching practicum. It has been observed that interaction in the form of academic feedback between cooperative teachers (CT) and PTs is poor. The study explores the perception of CTs, PTs and UTs (University teachers) about feedback practices to bridge the theory-practice gap during teaching practicum in the preservice teacher education program (PTEP). It is an exploratory investigation applying the survey method and semi-structured interview to collect data from PTs, CTs, and UTs to answer the investigation inquiries about the role of feedback practices in bridging the theory-practice gap. Purposive and criterion sampling techniques were used, and 98 PTs, 30 CT, s and 15 UTs participated in the study. Findings reveal that CTs are working as mentors without professional training, recognition of their contributions, and professional incentives and contradictory findings by the PTs and CTs about the in-time, targeted, supportive oral-written feedback at teaching practicum.

Thai pre-service teachers. The MTEBI underwent confirmatory factor analysis indicating two independent scales of Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy . The translation process occurred over several meetings between two US educators and one Thai educator. To check for reliability the instrument was translated into Thai and back translated into English. We used the newly translated Thai Mathematics Teaching Efficacy Beliefs Instrument (T-MTEBI) to measure teacher efficacy beliefs as they related to 262 Thai pre-service mathematics teachers in years 1 through 4. This instrument contains 21 questions rated on a Likert scale: Strongly Disagree, Disagree, Uncertain, Agree, Strongly Agree. Eight of the questions measure Mathematics Teaching Outcome Expectancy (MTOE). The mean of the scores on these questions was computed to form a MTOE score for each student. The remaining thirteen questions measure Personal Mathematics Teaching Efficacy (PMTE). The mean of these scores was computed to obtain the PMTE score for each student. The mean of all 21 questions was computed to find an overall efficacy score for each student. The results of this study showed that for Thai pre-service teachers the T-MTEBI has acceptable internal consistency but needs more development among its items as respondents show a significant duality in the way they respond to positively and negatively worded items. Implications and suggestions for further research are discussed.

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This article is based on the findings of a qualitative case study that examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers. Here, we draw on data obtained from semi-structured interviews with the teachers to highlight their knowledge in three key areas: 'Indigenous ways of knowing', 'Indigenous learners' lives beyond the classroom' and 'Building relationships with Indigenous students and communities'. We suggest that Indigenous teachers can potentially play important roles as teacher educators and as mentors to non-Indigenous teachers and preservice teachers. We argue that it is important for schooling systems and teacher education to create and formalise opportunities for non-Indigenous teachers and preservice teachers to listen to, and learn from their Indigenous colleagues.

This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.

Problem-Based Learning approach (PBLA) promotes motivation and maximizes the potential of students through their acquired science process skills (SPS) and critical thinking skills (CTS). Most of the researches about PBLA focus solely on the SPS or CTS of the students. The study examined the effect of PBLA on both skills of the first-year engineering students in chemistry laboratory subject. Through convenience sampling, the study was carried out on one intact class of Bachelor of Science in Electronics Communication Engineering students enrolled at a state university in Manila during the 2nd semester of SY 2015-2016. Students were motivated through PBL laboratory activities and were facilitated to design their own procedures. Quantitative data was obtained using the Science Process Skills Test and Critical Thinking Appraisal. The results revealed that majority of the students’ SPS was enhanced and developed. There was significant progress on their CTS after exposure to PBLA. Likewis...

Problem-Based Learning approach (PBLA) promotes motivation and maximizes the potential of students through their acquired science process skills (SPS) and critical thinking skills (CTS). Most of the researches about PBLA focus solely on the SPS or CTS of the students. The study examined the effect of PBLA on both skills of the first-year engineering students in chemistry laboratory subject. Through convenience sampling, the study was carried out on one intact class of Bachelor of Science in Electronics Communication Engineering students enrolled at a state university in Manila during the 2nd semester of SY 2015-2016. Students were motivated through PBL laboratory activities and were facilitated to design their own procedures. Quantitative data was obtained using the Science Process Skills Test and Critical Thinking Appraisal. The results revealed that majority of the students’ SPS was enhanced and developed. There was significant progress on their CTS after exposure to PBLA. Likew...

Assessment literacy Assessment Systematic Review Pre-service teachers The study determined pre-service teachers' understanding and perceptions toward assessment literacy. The study utilized a systematic review and synthesis of peer-reviewed empirical research publications from journals. Twenty-one peer-reviewed journal articles were acquired using a search utilizing the keywords: assessment literacy and pre-service teachers with teaching experience, sourced from EBSCO and Advanced Google Search. Seventeen of the twenty-one identified journal articles were then evaluated. The findings from these articles indicated that preservice teachers are deficient in understanding assessments and have perceptions toward assessments. Knowledge in assessment is very crucial for teachers in general to enhance their teaching practices in the classroom, which in turn improves upon students' learning outcomes. In view of this, stakeholders of teacher training institutions should factor more in assessment literacy, both theory and practice into the curriculum to equip their pre-service teachers with more skills in assessment.

Political science internships are a valuable tool through which interns are able to gain relevant work experience while also gaining hands-on experience with material from their course work. One key element to a successful internship is an interns' ability to meet the needs of the sponsoring organization in terms of the skills and tools they hold. While previous research (see for e.g., McQueen, Jenkins, and Wiley 2021) has focused on those skills that make interns more valuable to sponsoring organizations, we know little about interns' ability to evaluate themselves on those skillsets. In this paper we use data from on-site supervisor evaluations of interns' performance and interns' own evaluations of their performance to investigate how accurately interns evaluate their performance in their internship. Interns' ability to accurately reflect upon their performance is critical for their ability to improve in the future and adapt to changing desires. Findings from this research may suggest potential interventions to help interns' further improve their performance.

This qualitative study takes place at a regional public university and partner public K-12 school district in the Southwestern United States. The study asked the research question: How have field experiences, in senior block courses, influenced/shaped students' perceptions in the semester before student teaching? Reflective data was collected from preservice teachers participating in a field course the semester prior to student teaching. This research is significant to understanding how to prepare preservice teachers. . The findings indicate that field experience is valuable to preservice teacher development, particularly surrounding fostering equitable classrooms.

There is a great need to pay attention to the needs of diverse learners, their participation in the teaching-learning process, diagnosis of learning difficulties and the learning outcomes to achieve practical outcomes of education. The Universal Design for Learning (UDL) presents a set of principles which ensure a positive environment for inclusive education. This framework aims to meet the needs of the learners and solve their problems and provide them with individualized learning. This paper focuses on the role and effectiveness of UDL at different levels of education. In this paper, a meta-analysis of both empirical and theoretical research papers related to the focus area has been done. Most of the findings underscore the utility of the objectives set out by the UDL principles. However, the findings also showed some barriers that block the implementation of the UDL. To achieve the objectives of UDL satisfactorily, there is still a long way to go, which can only be achieved if various stakeholders make efforts to achieve it. In this form, an attempt has been made to give conclusions by discussing all these points.

This study explores elementary educators' experiences with nature-based learning (NBL) through participation in the School of the Wild (SOTW) program. Fourteen teachers and one principal engaged in a Teacher Professional Learning(TPL) workshop focused on outdoor education, followed by a week-long implementation of NBL activities with their students. Focus group interviews were conducted via Zoom and analyzed using reflexive thematic analysis. Findings revealed nine key themes: positive attitudes toward TPL, increased preparedness for teaching outdoors, pedagogical readjustments, teacher learning about nature, comparisons between classroom and outdoor environments, positive and novel student experiences, learning by doing, development of a nature-loving mindset, and promotion of social equity and inclusion. Teachers reported increased confidence and enthusiasm for outdoor teaching and observed enhanced student engagement, curiosity, and collaboration. This study highlights the value of immersive, interdisciplinary TPL for fostering effective outdoor education and underscores the need for continued support and resources to sustain NBL practices.

Computational thinking (CT) is increasingly recognized globally as a fundamental skill for the 21st century, yet its implementation in computer science (CS) education often is still limited to coding activities (Bers, 2018). It is essential to reframe CT as a cognitive approach that supports computational inquiry, problem-solving, and ethical AI engagement, starting from early education using developmentally appropriate tools like ScratchJr (Papadakis, 2020). In the age of artificial intelligence and rapid technological advancements, CS education faces a critical need to evolve beyond traditional approaches.

This study explores the impact of coaching doctoral students at a university in London. A mixed methods approach was taken to identify themes which emerged from coaching conversations and the impact of coaching on these. All participants reported positively on their experience, highlighting that coaching enabled action, developed confidence and improved personal effectiveness. Some participants reported that coaching improved their wellbeing. This study suggests ways in which coaching helps postgraduate research students to address challenges they are facing and makes recommendations for the university where the study took place.

This article explores the beliefs of two groups of students who teach and learn foreign languages at two major universities in Argentina and the USA. Specifically, it discusses how their prior beliefs and experiences shaped their teaching selves, and assesses the extent to which an international exchange experience about perceptions of foreign language teaching impacted their current beliefs. It is our contention that beliefs are &quot;deeply personal and rooted in the culture and norms held by individuals and society&quot; (Tatto & Coupland, 2003). However, this study has shown that pre-service teacher beliefs were fairly similar across languages and cultures. The article concludes with a set of practical implications for teacher education programs.

This article reports the results of a qualitative exploratory study with the objective of inquiring about the perceptions of a group of preservice teachers regarding the analysis of classroom incidents through peer support groups as a strategy for enhancing their classroom management skills in an English teacher education program at a Colombian university. The data gathered included one-on-one and focus group interviews as well as the researchers' field notes. Findings indicated that the selected strategy helped participants reflect on their own and others' experiences, feel better prepared to respond to similar future situations, and raise awareness about the complexity of teaching and identity construction. The participants also acknowledged the relevance and usefulness of peer support groups for teacher education.

This qualitative case study explores the beliefs and practices of five Ecuadorian English as a foreign language (EFL) preservice teachers about teaching speaking skills, as observed during their practicum. Data collected through classroom observations, interviews, and field notes over a semester show a complex relationship between the participants' beliefs and practices, with convergences in collaborative methods, games, technology, timing, and immersion strategies. However, divergences were found in repetition, immersion strategies, and timing. The results underscore the need for teacher education programs to address these discrepancies, thereby better preparing preservice teachers for the demands of contemporary EFL teaching. The study enriches the discussion on language education in Latin America, shedding light on the unique challenges and opportunities for Ecuadorian EFL teachers.

This qualitative study focuses on the identity development of an English language preservice teacher during a series of classroom observation activities that involved analysing filmic representations of fictional teachers. Data were collected through video observations, script-based tasks, group discussions, and semistructured interviews. Data were analysed at three levels: microgenetic (identity development process from thinking to speaking), ontogenetic (meanings about the self and the teaching profession), and sociocultural (fictional classrooms and teacher education contexts). Results evidenced that the participant's beliefs and conceptions about language learning and teaching, possible selves, and inner dilemmas played a role in identity development. In conclusion, interaction with the Harry Potter series as a cultural and pedagogical artefact in the virtual practicum contributed to the participant's identity development.

Preservice teachers' self-efficacy beliefs influence their willingness and ability to promote learner autonomy in schools. This study aimed to investigate the self-efficacy beliefs of a group of preservice teachers in an initial English language teacher education programme, where they were prepared and encouraged to promote pedagogy for autonomy. Data were gathered through questionnaires and focus group interviews. Findings indicate a relatively high sense of selfefficacy regarding the promotion of learner autonomy. Personal and contextual factors that enable or constrain those beliefs were identified, with implications for how initial teacher education programmes may foster preservice teachers' readiness to value and enact learner-centred pedagogies.

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.