RESUMEN

Pedagogical Content Knowledge (PCK) is used to describe the knowledge teachers use to teach a specific subject to a specific audience. Although PCK is linked to student success and motivation, relatively little is known about the PCK of geography teachers. Through a mixed methods approach, we surveyed a group of 73 Dutch pre-service teachers in their final year of geography teacher education. We used the PCK-consensus model to address both PCK-on action (teacher knowledge) and PCK-in action (teacher practice). We investigated the former through a CoRe-assignment and the latter through a quantitative survey. Teacher's PCK-in action focussed on teacher-centred lessons with ample attention for visualisations, current events, and efforts to engage students. The results for PCK-on action confirmed the content dependency of PCK. Pre-service teachers chose different geographical topics and used different goals and strategies when teaching these topics. In this context, we also found that they experienced difficulties when teaching controversial issues. In a final step, we combined the results of both methods for 9 teachers in individual PCK portraits. These portraits show that coherence between PCK-elements and, therefore, PCK-quality is still weak for most pre-service teachers. Consequently, their fragile subject matter knowledge seems to influence their developing PCK.

RESUMEN

Teachers play a crucial role in guiding learners through life's challenges. They face educational and socio-economic shifts while striving to teach for a better future. Our study focuses on equipping future teachers, called pre-service teachers, with resilience-building resources during their teacher training program. A potential antecedent to resilience, which facilitates cognitive strategies and attentional processes, is cognitive flexibility. We first tested whether cognitive flexibility predicts resilience. Next, relying on the tenets of positive psychology, which studies resilience, we developed and tested the effectiveness of character strengths intervention in enhancing pre-service teachers' resilience and cognitive flexibility. An individual's belief in their ability to change personal resources could influence how an intervention manifests. Hence, we studied how mindset impacts the intervention's effect on cognitive flexibility and, thus, resilience. We adopted a multi-method approach, guided by Polk's theory of resilience, to test out objectives. Using a cross-sectional design, study one (n = 273) found that cognitive flexibility significantly predicted resilience. Study two (N = 193; nexp = 133, ncont = 60) was a multi-site field experiment. We found that intervention significantly enhanced resilience (experimental group M = 29.62, control group M = 28.33) and cognitive flexibility (experimental group M = 54.42, control group M = 52.01). Further, a growth mindset, was found to moderate the indirect effect of character strengths intervention on resilience via cognitive flexibility. The study contributes to theoretical and practical advancements in resilience. Taken together, the findings highlight the cognitive-affective-behavioural makeup of resilience and, importantly, the role of cognitive flexibility. The intervention can be seamlessly integrated into teacher training curricula for a resilient future.

Asunto(s)

RESUMEN

Introduction: This study explores the beliefs of pre-service mathematics teachers regarding the teaching and learning of mathematics. Methods: We employed a mixed methods approach, combining quantitative Likert-scale surveys and Q methodology, an integrative quantitative and qualitative approach. A sample of 33 pre-service teachers participated in the study. Initially, Likert-scale surveys were used to ascertain general trends in belief orientations. Subsequently, the same participants engaged in a Q sort exercise, which allowed for a nuanced exploration of individual belief systems by prioritizing the same survey statements within a forced-choice grid. Qualitative interviews further enriched these findings. Results: Q methodology analysis identified distinct belief profiles, characterized by their prioritization of specific educational practices and the contextual and subjective interpretations that underpin these preferences. The qualitative interviews provided deeper insight into the reasoning behind participants' choices in the Q sort, illustrating the complex, sometimes contradictory nature of personally held beliefs that traditional Likert-scale approaches may obscure. Discussion: Our results underscore the utility of combining Q methodology with conventional teacher belief survey techniques to achieve a more holistic understanding of pre-service teachers' beliefs. This approach reveals the complexity within individual belief systems and highlights the potential for mixed methods research to refine the measurement and interpretation of psychological constructs in educational settings.

RESUMEN

Teachers may hold beliefs about how students learn mathematics and about the subject itself. However, some of these beliefs, often referred to as "math myths", may be oversimplified ideas that appear valid but lack solid scientific evidence. This study was aimed to investigate the prevalence of math myths among Spanish pre-service teachers and compare it with the degree of support for these myths reported in previous studies; investigate the possible underlying structure of a set of false beliefs about math; and determine the relationships of certain math misconceptions with math anxiety. A total of 212 Spanish pre-service teachers were administered questionnaires about math myths and about general and math anxiety. The results showed prevalence patterns of each math misconception similar to those in previous studies. False beliefs about math showed weak or negligible correlations with each other and did not exhibit a discernible underlying structure. Furthermore, math anxiety was related to the belief that some individuals are perceived to possess a "math mind" while others do not. Our results suggest diverse origins for the development of different math myths, rather than the myths being the consequence of a single underlying factor. Finally, the endorsement of certain beliefs about who can do mathematics may contribute to negative emotions towards mathematics.

RESUMEN

AIM: K-12 educators are susceptible to "neuromyths" or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles. METHODS: Preservice teachers (N = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles. RESULTS: Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants' knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles. DISCUSSION: Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.

Asunto(s)

RESUMEN

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article - considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities.

Asunto(s)

RESUMEN

Generative artificial intelligence (GenAI) has taken educational settings by storm in the past year due to its transformative ability to impact school education. It is crucial to investigate pre-service teachers' viewpoints to effectively incorporate GenAI tools into their instructional practices. Data gathered from 606 pre-service teachers were analyzed to explore the predictors of behavioral intention to design Gen AI-assisted teaching. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this research integrates multiple variables such as Technological Pedagogical Content Knowledge (TPACK), GenAI anxiety, and technology self-efficacy. Our findings revealed that GenAI anxiety, social influence, and performance expectancy significantly predicted pre-service teachers' behavioral intention to design GenAI-assisted teaching. However, effort expectancy and facilitating conditions were not statistically associated with pre-service teachers' behavioral intentions. These findings offer significant insights into the intricate relationships between predictors that influence pre-service teachers' perspectives and intentions regarding GenAI technology.

RESUMEN

Introduction: In recent years, China has made strides in adopting student-oriented teaching approaches, particularly in tertiary English education, through the integration of enhanced technology. This study aimed to investigate the impact of flipped classroom on the English proficiency of first-year pre-service teachers at a Chinese normal university. It also sought to determine whether educational background (urban or rural) interacted with the teaching approach (flipped or traditional) in affecting the language proficiency of the learners. Methods: A quasi-experimental design was utilized with two treatments: a flipped classroom approach and a traditional teacher-centered teaching approach. Both approaches were implemented in the Integrated English Course over a 12-week semester. Two randomly selected classes, consisting of 60 pre-service teachers in each class, were assigned to either the experimental or control group. Data were collected from pretest and post-test assessments and analyzed using two-way ANOVA. Results: The results revealed a positive impact of the flipped classroom and a significant interaction between educational background and teaching approach on English proficiency. Specifically, urban pre-service teachers achieved higher English proficiency than their rural peers when taught in the flipped classroom, but not in the traditional classroom. Furthermore, urban pre-service teachers in the flipped classroom outperformed their urban peers in the traditional classroom, while rural pre-service teachers did not show any significant difference in their performance between the two classes. Discussion: The findings suggested that the flipped classroom approach was more effective than the traditional approach for Chinese pre-service teachers, particularly those with an urban educational background. However, it is important to ensure that rural learners receive sufficient support to benefit equally from this innovative teaching approach. Accordingly, implications and recommendations for future research are discussed.

RESUMEN

Introduction: Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy. Method: An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage. Results: Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment. Discussion: Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

RESUMEN

This study aims to examine the factors influencing pre-service teachers' altruistic motivation for selecting their profession within a Chinese educational setting. Drawing on existing research, a three-element (social-cognitive, emotional, and realistic) model is integrated to explore how pre-service teachers' altruistic motivations are formed and evolved. Utilizing this model, interview data from 18 students enrolled in the Chinese Free Teacher Education program were collected and analyzed by thematic analysis. The findings indicate that social-cognitive factors impact altruistic motivation through engagement with social issues and reflections on practical educational challenges. The emotional factor is manifested through the participants' positive and negative emotions. The realistic factor comprises familial influences and personal career preferences, which play a role in the decision to pursue teaching as a lifelong vocation. This study proposes a structured and functional model that can serve as a foundation for future research into the development of altruistic motivation. It also offers insights into nurturing altruistic motivation among both pre-service and practicing teachers in their career decision-making process.

RESUMEN

Objective: The purpose of this study is to investigate the relationship between trait mindfulness, flow experience, learning engagement, and depression among elementary pre-service teachers. Methods: We employed the Five Facet Mindfulness Questionnaire, Flow Experience Scale, Learning Engagement Scale, and Center for Epidemiologic Studies Depression Scale to assess 614 elementary pre-service teachers. Results: Trait mindfulness in elementary pre-service teachers negatively predicts depression. Trait mindfulness indirectly impacts depression through flow experience and learning engagement. Furthermore, flow experience and learning engagement serve as mediating factors in the relationship between trait mindfulness and depression among elementary pre-service teachers. Conclusion: Flow experience and learning engagement play a mediating role in the relationship between trait mindfulness and depression among elementary pre-service teachers. This study enriches our understanding of depression cognitive theory, emphasizing the positive influence of internal resources on depression prevention. Additionally, it provides a deeper explanation of the mechanism through which trait mindfulness affects depression, offering valuable insights for future depression intervention programs.

RESUMEN

Introduction: The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. Methods: The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. Results: The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. Discussion: These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.

RESUMEN

During the last decade, many teachers have retired early, leading to increased discussions about how to improve and maintain their mental health. To address this concern early, we designed an online seminar covering the field of positive psychology by emphasizing on mindfulness, positive emotions about one's future, and resources for pre-service teachers. The seminar was designed to increase their wellbeing, as well as to decrease psychological stress. To explore the sensitivity of our measures to change, we investigate the following research questions: To what extent do we assess trait or state variability in students' outcomes and what are the levels of reliability achieved? Fifty-four students in their second year at a German university (median age 22 years) participated and they were asked to fill in questionnaires assessing their life satisfaction, psychological stress, and present-moment attention during each of nine sessions over the course of a semester. We performed Generalizability and Decision Studies to estimate variability between-students and within-students, error of measurement, as well as reliability. Our results show that life satisfaction and psychological stress reached high reliability, suggesting that students' trait and state variability were both assessed with high accuracy. On the other hand, the assessment of present-moment attention would benefit from adding more items to the questionnaires or collecting data from more sessions. We discuss how our findings impact research and practice.

RESUMEN

BACKGROUND: The use of social media has become an important part individuals' daily lives and is used in many daily life activities, such as social interaction, education, and shopping. However, with the increase in the use of social media, a minority of individuals can experience problematic use (and in extreme cases, 'social media addiction'). The purpose of the present study was to examine the effect of personality traits on social media addiction and the mediating role of social network identity management in this relationship among preservice teachers. METHODS: The data were collected from 275 pre-service teachers at a university in Türkiye. The survey included the Big Five Inventory-10 (BFI-10), the Social Network Identity Management Scale, the Bergen Social Media Addiction Scale, and a personal information form. RESULTS: The findings of the study indicated that there was a relationship between personality traits, social network identity management, and social media addiction. Specifically, neuroticism was positively associated with social media addiction, whereas extraversion, agreeableness and conscientiousness were negatively associated. The results also indicated that social network identity management mediated the effect of personality traits on social media addiction. CONCLUSION: Given that the present investigation was only a preliminary study, further research is needed to examine whether social network identity management is an important determinant in understanding the relationship between personality traits and social media addiction.

Asunto(s)

RESUMEN

Anxiety is an affective variable that negatively affects learning in general, and specifically second language learning. Several studies have demonstrated that the active participation of students helps to reduce learning anxiety. The Dialogic Pedagogical Gatherings (DPG) are an educational action that promotes participation through dialogue. However, the effect of this pedagogic strategy to overcome anxiety towards learning English (L2) in pre-service teachers has not been studied in depth. To this end, a quasi-experimental study with a mixed design was carried out with the participation of 48 preservice teachers. The results show that the anxiety level of the participants decreases considerably after the DGP intervention. These results have implications for second language teaching.(AU)

La ansiedad es una variable afectiva que influye negativamente en el aprendizaje en general, y específicamente en el aprendizaje de una segunda lengua. Diversos estudios han demostrado que la participación activa del alumnado ayuda a reducirla. Las Tertulias Pedagógicas Dialógicas (TPD) son una actuación educativa que promueve la participación y el diálogo. Sin embargo, no se ha estudiado en profundidad cómo esta estrategia ayuda a superar la ansiedad hacia el aprendizaje del inglés en los estudiantes de formación inicial del profesorado. Para ello, se ha llevado a cabo un diseño cuasi experimental y mixto con la participación de 48 profesoras y profesores en formación. Los resultados muestran que el nivel de ansiedad de los participantes disminuye considerablemente tras la intervención. Estos resultados tienen implicaciones para la enseñanza de segundas lenguas.(AU)

Asunto(s)

RESUMEN

BACKGROUND: This study aimed to investigate English teachers' self-efficacy for student engagement, classroom management, instructional strategies and literacy instruction, as well as to determine whether teacher stress and job satisfaction may affect their occupational health (in terms of self-efficacy). In addition, this is one of the first studies to examine the differences in self-efficacy among pre-service, novice and experienced in-service teachers in a Chinese society, where English is positioned as a foreign language. PARTICIPANTS AND PROCEDURE: 271 English teachers (90 pre-service, 181 in-service) with mean teaching experience of 5.57 months for per-service and 98.51 months for in-service participated in this quantitative research study. As the targets could not be approached randomly, the English teachers were approached individually though referral sampling, informing them of the purpose of the study and obtaining their consent. RESULTS: It was found that both pre-service and novice in-service teachers possess the lowest self-efficacy. Moreover, teachers' stress from the classroom predicted their self-efficacy for student engagement and classroom management negatively. On the other hand, teachers' job satisfaction predicts their self-efficacy for student engagement, instructional strategies and literacy instruction positively. CONCLUSIONS: Implications (based on the findings) are discussed in order to provide insights for schools and education departments to strengthen the teachers' capability of teaching and their occupational health.

RESUMEN

Introduction: This study set out to develop a model that illustrates the causal relationship between factors influencing Thai student-teacher self-directed learning (SDL). To achieve this, the authors analyzed and applied the Theory of Planned Behavior (TPB) to investigate the role of family support, teacher support, friend support, fellow students, and the university in influencing SDL. Methods: The research used a sample of 468 student-teachers from five academic majors randomly selected from the King Mongkut's Institute of Technology Ladkrabang (KMITL) Bachelor of Industrial Education Program during the 2021 academic year. The authors developed a questionnaire which was evaluated from both a panel of experts and a 30 student-teacher pilot test which found that item reliability was acceptable. LISREL 9.10 was used to analyze the data from the study's structural equation model path analysis. Results: The results revealed that all the causal variables in the model positively influenced SDL, explaining the variance of influencing factors on SDL (R2) at 51%. SDL comprised five variables, when ranked in order of importance these were fellow students (FSt), teacher support (TS), family support (FS), friend support (FrS), and their university (Uni). The study also highlighted issues concerning each student-teacher's learning time management ability and their perception of the university's ability/willingness to allow each individual to choose their course, thus enhancing their SDL learning ability skills. Discussion: It was speculated that some university educators even today perceive SDL as an adult education tool which they perceive is not appropriate at the university level. The authors also felt that for younger student-teachers that the COVID-19 medical emergency limited teacher/student/university interaction, thus contributing to student misconceptions about support availability. This study contributes significantly to the literature by investigating how TPB intrinsic and extrinsic factors impact a university student's self-directed learning.

RESUMEN

In this study, we aimed to examine pre-service teachers' attitudes toward reading books and their technology addictions. We used a correlational survey model. The sample of this study consisted of a Turkish pre-service teachers group studying at the Department of Turkish Education in the education faculty of a state university in Turkey. Our research used the "Attitude Scale Towards Reading" and "Technology Addiction Scale" as data collection tools. As a result of the study, we determined that the attitudes towards reading of pre-service teachers were positive. Furthermore, there was a significant difference in favor of female pre-service teachers in the sub-dimensions of book-reading love, reluctance to read, and stress. The significant difference in the online game-playing sub-dimension of technology addiction favored male pre-service teachers. On the other hand, we found a negative meaningful relationship between pre-service teachers' technology addiction and their attitudes toward reading.

RESUMEN

This dataset used the Digital Competency Scale (DCS) to describe Indonesian pre-service teachers' perceptions. The DCS instrument consisted of five constructs/dimensions, which are: 1) data and information literacy, 2) communication and collaboration, 3) digital content creation, 4) safety, and 5) problem-solving, with a total of 36 items using five-point agreement Likert scale. The data was gathered from 23 education and teacher training faculties at Muhammadiyah Universities in 14 provinces across Indonesia in the academic year 2021/2022. A total of 1400 students (18 to 23 years old) in their first to fifth years of study were recruited using the convenience sampling technique, where they participated in filling in the survey electronically using Google Form. The dataset was analysed with the Rasch model measurement approach using WINSTEPS version 5.2.3 software for data cleaning and validation, and reliability and validity testing of the instrument. This dataset analysis can help teacher-training institutions, or higher education policymakers design effective programmes to improve pre-service teachers' digital competencies. Furthermore, researchers can compare this dataset with more rigorous data from other countries.

RESUMEN

The growing call among the countries of the Organisation for Economic Cooperation and Development to recruit, retrain, and recertify foreign and migrant teachers in order to diversify the teaching force to reflect the increasingly diverse student population justifies the need to explore the experiences of foreign language teachers during their first teaching practicum in Australian mainstream classrooms. Semi-structured interviews were held with six foreign language pre-service teachers pursuing the Master of Teaching (Secondary) programme. The purpose was to explore their teaching experiences, concerns prior to the first teaching practicum in Australian mainstream classrooms, and how they dealt with the challenges encountered. The findings indicate that although teaching a foreign language in community language schools provided the teachers with some practical teaching skills, values, and opportunities to practice the knowledge and theories acquired in their master's programme, they all had concerns before the teaching practicum and encountered some challenges while undertaking it. The study discusses the challenges that the participants encountered and how they addressed them. In addition, it highlights the need for universities to design retraining programmes that address the unique concerns of foreign language teachers and equip them with the requisite knowledge and skills to enable them to become effective teachers in their new context.