Preservice elementary school teachers' knowledge of fractions: a mirror of students' knowledge?

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed literature regarding students' knowledge of fractions. We did so because assessments of required content knowledge for teaching require review of the students' understanding to determine the mathematics difficulties encountered by students. The preservice teachers were tested on their conceptual and procedural knowledge of fractions, and on their ability in explaining the rationale for a procedure or the conceptual meaning. The results revealed that preservice teachers' knowledge of fractions indeed is limited and that last-year preservice teachers did not perform better than first-year preservice teachers. This research is situated within the broader domain of mathematical knowledge for teaching and suggests ways to improve instruction and student learning

The digital silver lining of the pandemic: the impact on preservice teachers’ technological knowledge and beliefs

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers’ and learners’ technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers’ knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers’ technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education

Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). 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Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. 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EDUCATIONAL TECHNOLOGY SELF-EFFICACY BELIEFS OF STUDENT TEACHERS AT QATAR UNIVERSITY AND ITS RELATION TO THEIR PROGRAM PREPAREDNESS FOR TECHNOLOGY INTEGRATION

The purpose of this study was to investigate the educational technology self-efficacy beliefs of student teachers at Qatar University and their relationship with students’ perceptions of teacher program preparedness. Additionally, the study looked at the effect of student teachers’ area of specialization (primary, secondary education) and their achievement level (average, high GPA) on their technology self-efficacy beliefs and their perception of program preparedness. This study utilized a 44 item questionnaire that targeted student teachers’ perception about their ability to complete educational technology tasks and their perception on three aspects of teacher program preparedness: (1) instructor’s role, (2) curriculum content, and (3) field experience. Based on previous self-efficacy measures, the scale was constructed to be aligned with the context of this study. The final scale has been reviewed for validity and reliability and values were acceptable. Data was collected from 174 participants and was analyzed using SPSS. Results indicated that student teachers possessed an average level of technology self-efficacy and they perceive that the teacher program prepared them moderately to integrate technology in their teaching. Further, student teachers in the primary level reported significantly higher self-efficacy levels than student teachers in the secondary level. Furthermore, a strong positive relationship was detected between student teachers’ technology self-efficacy beliefs and their perception about program preparedness. Technology self-efficacy can be predicted by the perceived role of the instructor and the field experience. The implications of these findings and recommendations were offered

Factors affecting teaching efficacy of beginning secondary agricultural education teachers

Teacher efficacy studies in agricultural education have primarily focused on documenting the perceived teaching efficacy of agriculture teachers. A limited number of studies have focused upon the factors that may help shape those efficacy beliefs. Therefore, the primary purpose of this study was to investigate the factors that may contribute to the teaching efficacy beliefs of beginning agriculture education teachers. These factors included perceived collective efficacy, perceived principal support, and perceived teacher preparation program quality. The population for this study included all agriculture teachers in Missouri and Kansas (N=213) who had not completed more than five years teaching agricultural education at the conclusion of the 2012 – 2013 academic year. The instruments used in this study included a modified version the Teachers’ Sense of Efficacy Scale – Short Form, the Principal Behavior Scale, the Collective Efficacy Scale – Short Form, and the Teacher Preparation Scale. Multiple regression analysis revealed that two factors, perceived collective efficacy and perceived teacher preparation program quality, accounted for 34% of the variance, indicating other factors beyond the scope of this study affect the teaching efficacy beliefs of beginning agriculture teachers. It is recommended that future research be conducted regarding the status of the perceived collective efficacy of the agricultural education profession. Recommendations and plans to develop new and existing programs to increase the collective efficacy of individual schools and the agricultural education profession are discussed. It is further recommended that refinement of the Teachers’ Sense of Efficacy Scale be conducted to develop an instrument better suited to address the various roles and responsibilities of agricultural education teachers

Elementary Preservice Teacher Preparation to Teach Mathematics and Science in an Integrated STEM Framework

This study investigated the extent to which successful completion of integrated mathematics and science methods of instruction courses related to elementary preservice teachers’ attitudes toward and confidence in teaching integrated STEM lessons, and the extent to which their attitudes and confidence correlated with their proficiency in planning integrated STEM lessons. A mixed-methods, longitudinal research design, with a sequential, explanatory approach was used. Participants included twenty-four elementary preservice teachers enrolled in their final two semesters of a teacher preparation program at a four-year public university in the southeastern U.S. To address the research questions in this study, both quantitative and qualitative data were analyzed from questionnaires, a learning segment rubric, and semi-structured interviews. Descriptive and inferential statistics, including repeated measures MANOVAs and multiple regression analyses, were calculated to analyze the quantitative data. Multiple cycles of coding were used to analyze the qualitative data. Quantitative results of this study indicated no statistically significant difference in the participants’ attitudes toward or confidence in teaching integrated STEM lessons. However, qualitative data revealed heightened attitudes and increased confidence throughout the two semesters. While the data indicated an overall positive change in the participants’ attitudes and confidence over the two semesters, there was a slight decrease in both at the completion of the internship semester. While the elementary preservice teachers reported fairly positive attitudes toward and fairly high levels of confidence in teaching integrated STEM lessons, responses to the open-ended questions revealed specific barriers to effective implementation of integrated STEM lessons in the elementary classroom. Potential barriers identified by the participants included the difficulty of planning and implementing integrated STEM lessons, emphasis on high-stakes testing, and lack of resources. Further results of this study indicated that the attitudes and confidence of preservice teachers did not statistically significantly predict their proficiency in planning integrated STEM lessons. While no statistical significance was found in the repeated measures MANOVA or the multiple regression analyses, the findings from this study, particularly of the qualitative discussion, may have important implications for the numerous stakeholders of STEM education surrounding successful preparation of teachers to implement integrated STEM education in the K-6 classroom

Investigating the Mathematical Dispositions and Self-Efficacy for Teaching Mathematics of Preservice Teachers

The study of the individual\u27s beliefs and the role and influence they have on the individual\u27s actions and behaviors, have long been examined and investigated by educators and psychologists. Moreover, researchers have overwhelmingly claimed and demonstrated that the beliefs held by teachers significantly influences their behavior and educational practices in the classroom. This thesis study investigates the mathematical disposition and self-efficacy for teaching mathematics of preservice teachers. The study\u27s primary goals are to discover if there is a relationship or association between a teacher\u27s mathematical disposition(MD) and his/her self-efficacy for teaching mathematics (SEFTM), and if there are significant differences between the mathematical disposition of one group of teachers over another group; likewise, for self-efficacy for teaching mathematics. In effort to answer these questions, data was collected in the fall semester 2016 at the University of Texas Rio Grande Valley through a survey and a total of 238 responses (all from preservice teachers) were collected. Data analysis was employed to find evidence of an association between MD and SEFTM, and if there were significant differences in the MD scores (and separately SEFTM scores) between groups of elementary, middle school, and high school preservice teachers

How do sources of self-efficacy predict preservice teachers' beliefs related to constructivist and traditional approaches to teaching and learning?

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs

Investigating Preservice Teachers’ Science Teaching Self-Efficacy: an Analysis of Reflective Practices

The purpose of this mixed methods research was to investigate the development of 55 preservice elementary teachers’ science teaching self-efficacy beliefs through analysis of their reflective practices in a science method course. This year-long study was conducted at two public universities located in the USA and Canada. Within the theoretical frameworks of science teaching self-efficacy and reflective practice, we examined how and in what ways preservice teachers’ reflections on their past science experiences and current science teaching practices contributed to their self-efficacy beliefs. Data were collected from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (STEBI-B), written science autobiographies, written reflection papers, classroom observations, and artifacts. A repeated-measures analysis of variance (ANOVA) was used to test the significance of the differences between the pre- and post-course survey scores. The results indicated statistically significant gains in participants’ science teaching self-efficacy beliefs. The qualitative analysis revealed that preservice teachers’ initial self-efficacy beliefs evolved through years of formal and informal interactions with science. New levels of self-efficacy were reached, as evident from participants’ self-reflection on their field teaching. The findings indicate the importance of field experiences and reflective practices for preservice elementary teachers’ preparation and science teaching self-efficacy. The study offers implications for preservice teacher education programs, science teacher education, and research

EFFECTS OF FIELD EXPERIENCE AND TEACHING PRACTICE ON PROSPECTIVE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS

The main purposes of this study were to investigate if there were any effects of field experience and teaching practice on prospective science teachers’ self-efficacy beliefs and identify possible factors that may affect their self-efficacy beliefs. Participants were forty students consecutively enrolled in field experience and teaching practice at the final year of science teacher education program. Data were collected from two main sources: the Science Teaching Efficacy Beliefs Instrument-Pre-service ([STEBI-B], Belicher, 2004; Tekkaya, Cakiroglu, & Ozkan, 2004) and semi-structured interviews. The instrument was administered at three different times during the field experience and teaching practice. Thirteen of the participants were interviewed at the three times the instruments were collected. Findings indicated that there were no significant differences on prospective science teachers’ self-efficacy beliefs during field experience and teaching practice. Participants felt that they had lack of content knowledge and teaching practice. This study has significant implications for science teacher educators.  Article visualizations