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pre-service</title> <meta name="description" content="Search results for: pre-service"> <meta name="keywords" content="pre-service"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="pre-service"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 11</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: pre-service</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Analyzing Preservice Teachers’ Attitudes towards Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Oguz%20Akturk">Ahmet Oguz Akturk</a>, <a href="https://publications.waset.org/search?q=Kemal%20Izci"> Kemal Izci</a>, <a href="https://publications.waset.org/search?q=Gurbuz%20Caliskan"> Gurbuz Caliskan</a>, <a href="https://publications.waset.org/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid developments in technology in the present age have made it necessary for communities to follow technological developments and adapt themselves to these developments. One of the fields that are most rapidly affected by these developments is undoubtedly education. Determination of the attitudes of preservice teachers, who live in an age of technology and get ready to raise future individuals, is of paramount importance both educationally and professionally. The purpose of this study was to analyze attitudes of preservice teachers towards technology and some variables that predict these attitudes (gender, daily duration of internet use, and the number of technical devices owned). 329 preservice teachers attending the education faculty of a large university in central Turkey participated, on a volunteer basis, in this study, where relational survey model was used as the research method. Research findings reveal that preservice teachers’ attitudes towards technology are positive and at the same time, the attitudes of male preservice teachers towards technology are more positive than their female counterparts. As a result of the stepwise multiple regression analysis where factors predicting preservice teachers’ attitudes towards technology, it was found that duration of daily internet use was the strongest predictor of attitudes towards technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20towards%20technology" title="Attitudes towards technology">Attitudes towards technology</a>, <a href="https://publications.waset.org/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=stepwise%20multiple%20regression%20analysis." title=" stepwise multiple regression analysis."> stepwise multiple regression analysis.</a> </p> <a href="https://publications.waset.org/10003221/analyzing-preservice-teachers-attitudes-towards-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003221/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003221/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003221/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003221/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003221/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003221/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003221/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003221/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003221/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003221/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1751</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Views of Elementary Mathematics Education Preservice Teachers on Proving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Belma%20Turker">Belma Turker</a>, <a href="https://publications.waset.org/search?q=Cigdem%20Alkas"> Cigdem Alkas</a>, <a href="https://publications.waset.org/search?q=Ebru%20Aylar"> Ebru Aylar</a>, <a href="https://publications.waset.org/search?q=Ramazan%20Gurel"> Ramazan Gurel</a>, <a href="https://publications.waset.org/search?q=Oylum%20Akkus%20Ispir"> Oylum Akkus Ispir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study has been prepared with the purpose to get the views of senior class Elementary Education Mathematics preservice teachers on proving. Data have been obtained via surveys and interviews carried out with 104 preservice teachers. According to the findings, although preservice teachers have positive views about using proving in mathematics teaching, it is seen that their experiences related to proving is limited to courses and they think proving is a work done only for the exams. Furthermore, they have expressed in the interviews that proving is difficult for them, and because of this reason they prefer memorizing instead of learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Belief%20on%20Proving" title="Belief on Proving">Belief on Proving</a>, <a href="https://publications.waset.org/search?q=Mathematics%20Education" title=" Mathematics Education"> Mathematics Education</a>, <a href="https://publications.waset.org/search?q=Proof." title="Proof.">Proof.</a> </p> <a href="https://publications.waset.org/11751/the-views-of-elementary-mathematics-education-preservice-teachers-on-proving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11751/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11751/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11751/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11751/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11751/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11751/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11751/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11751/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11751/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11751/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1426</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Unpacking Chilean Preservice Teachers’ Beliefs on Practicum Experiences through Digital Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Claudio%20D%C3%ADaz">Claudio Díaz</a>, <a href="https://publications.waset.org/search?q=Mabel%20Ortiz"> Mabel Ortiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An EFL teacher education programme in Chile takes five years to train a future teacher of English. Preservice teachers are prepared to learn an advanced level of English and teach the language from 5th to 12th grade in the Chilean educational system. In the context of their first EFL Methodology course in year four, preservice teachers have to create a five-minute digital story that starts from a critical incident they have experienced as teachers-to-be during their observations or interventions in the schools. A critical incident can be defined as a happening, a specific incident or event either observed by them or involving them. The happening sparks their thinking and may make them subsequently think differently about the particular event. When they create their digital stories, preservice teachers put technology, teaching practice and theory together to narrate a story that is complemented by still images, moving images, text, sound effects and music. The story should be told as a personal narrative, which explains the critical incident. This presentation will focus on the creation process of 50 Chilean preservice teachers’ digital stories highlighting the critical incidents they started their stories. It will also unpack preservice teachers’ beliefs and reflections when approaching their teaching practices in schools. These beliefs will be coded and categorized through content analysis to evidence preservice teachers’ most rooted conceptions about English teaching and learning in Chilean schools. The findings seem to indicate that preservice teachers’ beliefs are strongly mediated by contextual and affective factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Beliefs" title="Beliefs">Beliefs</a>, <a href="https://publications.waset.org/search?q=Digital%20stories" title=" Digital stories"> Digital stories</a>, <a href="https://publications.waset.org/search?q=Preservice%20teachers" title=" Preservice teachers"> Preservice teachers</a>, <a href="https://publications.waset.org/search?q=Practicum." title=" Practicum. "> Practicum. </a> </p> <a href="https://publications.waset.org/10007286/unpacking-chilean-preservice-teachers-beliefs-on-practicum-experiences-through-digital-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007286/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007286/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007286/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007286/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007286/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007286/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007286/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007286/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007286/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007286/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007286.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1443</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Research on Self-Perceptions of Pre-Service Turkish Language Teachers in Turkey with Regard to Problem Solving Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Canan%20Aslan">Canan Aslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this research is to determine how preservice Turkish teachers perceive themselves in terms of problem solving skills. Students attending Department of Turkish Language Teaching of Gazi University Education Faculty in 2005-2006 academic year constitute the study group (n= 270) of this research in which survey model was utilized. Data were obtained by Problem Solving Inventory developed by Heppner & Peterson and Personal Information Form. Within the settings of this research, Cronbach Alpha reliability coefficient of the scale was found as .87. Besides, reliability coefficient obtained by split-half technique which splits odd and even numbered items of the scale was found as r=.81 (Split- Half Reliability). The findings of the research revealed that preservice Turkish teachers were sufficiently qualified on the subject of problem solving skills and statistical significance was found in favor of male candidates in terms of “gender" variable. According to the “grade" variable, statistical significance was found in favor of 4th graders.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Problem%20Solving" title="Problem Solving">Problem Solving</a>, <a href="https://publications.waset.org/search?q=problem%20solving%20skills" title=" problem solving skills"> problem solving skills</a>, <a href="https://publications.waset.org/search?q=PreserviceTurkish%20Language%20Teachers." title=" PreserviceTurkish Language Teachers."> PreserviceTurkish Language Teachers.</a> </p> <a href="https://publications.waset.org/13419/research-on-self-perceptions-of-pre-service-turkish-language-teachers-in-turkey-with-regard-to-problem-solving-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13419/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13419/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13419/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13419/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13419/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13419/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13419/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13419/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13419/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13419/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1358</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Assessing Pre-Service Teachers' Computer PhobiaLevels in terms of Gender and Experience, Turkish Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=%C3%96.F.%20Ursavas">Ö.F. Ursavas</a>, <a href="https://publications.waset.org/search?q=H.%20Karal"> H. Karal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this study it is aimed to determine the level of preservice teachers- computer phobia. Whether or not computer phobia meaningfully varies statistically according to gender and computer experience has been tested in the study. The study was performed on 430 pre-service teachers at the Education Faculty in Rize/Turkey. Data in the study were collected through the Computer Phobia Scale consisting of the “Personal Knowledge Questionnaire", “Computer Anxiety Rating Scale", and “Computer Thought Survey". In this study, data were analyzed with statistical processes such as t test, and correlation analysis. According to results of statistical analyses, computer phobia of male pre-service teachers does not statistically vary depending on their gender. Although male preservice teachers have higher computer anxiety scores, they have lower computer thought scores. It was also observed that there is a negative and intensive relation between computer experience and computer anxiety. Meanwhile it was found out that pre-service teachers using computer regularly indicated lower computer anxiety. Obtained results were tried to be discussed in terms of the number of computer classes in the Education Faculty curriculum, hours of computer class and the computer availability of student teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20phobia" title="Computer phobia">Computer phobia</a>, <a href="https://publications.waset.org/search?q=computer%20anxiety" title=" computer anxiety"> computer anxiety</a>, <a href="https://publications.waset.org/search?q=computer%20thought" title=" computer thought"> computer thought</a>, <a href="https://publications.waset.org/search?q=pre-service%20teachers." title=" pre-service teachers."> pre-service teachers.</a> </p> <a href="https://publications.waset.org/5426/assessing-pre-service-teachers-computer-phobialevels-in-terms-of-gender-and-experience-turkish-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5426/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5426/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5426/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5426/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5426/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5426/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5426/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5426/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5426/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5426/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2228</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Redefining Field Experiences: Virtual Environments in Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Laurie%20Mullen">Laurie Mullen</a>, <a href="https://publications.waset.org/search?q=Jayne%20Beilke"> Jayne Beilke</a>, <a href="https://publications.waset.org/search?q=Nancy%20Brooks"> Nancy Brooks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The explosion of interest in online gaming and virtual worlds is leading many universities to investigate possible educational applications of the new environments. In this paper we explore the possibilities of 3D online worlds for teacher education, particularly the field experience component. Drawing upon two pedagogical examples, we suggest that virtual simulations may, with certain limitations, create safe spaces that allow preservice teachers to adopt alternate identities and interact safely with the “other." In so doing they may become aware of the constructed nature of social categories and gain the essential pedagogical skill of perspective-taking. We suggest that, ultimately, the ability to be the principal creators of themselves in virtual environments can increase their ability to do the same in the real world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=field%20experience" title="field experience">field experience</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/search?q=teacher%0Aeducation" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/10954/redefining-field-experiences-virtual-environments-in-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10954/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10954/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10954/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10954/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10954/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10954/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10954/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10954/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10954/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10954/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10954.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1593</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Voice in Pre-service Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pintipa%20Seubsang">Pintipa Seubsang</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management" title="Learning management">Learning management</a>, <a href="https://publications.waset.org/search?q=Professional%20development" title=" Professional development"> Professional development</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teacher." title=" Pre-service teacher."> Pre-service teacher.</a> </p> <a href="https://publications.waset.org/6564/voice-in-pre-service-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6564/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6564/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6564/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6564/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6564/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6564/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6564/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6564/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6564/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6564/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Integrating HOTS Activities with GeoGebra in Pre-Service Teachers’ Preparation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wajeeh%20Daher">Wajeeh Daher</a>, <a href="https://publications.waset.org/search?q=Nimer%20Baya%27a"> Nimer Baya'a</a> </p> <p class="card-text"><strong>Abstract:</strong></p> High Order Thinking Skills (HOTS) are suggested today as essential for the cognitive development of students and as preparing them for real life skills. Teachers are encouraged to use HOTS activities in the classroom to help their students develop higher order skills and deep thinking. So it is essential to prepare preservice teachers to write and use HOTS activities for their students. This paper describes a model for integrating HOTS activities with GeoGebra in pre-service teachers’ preparation. This model describes four aspects of HOTS activities and working with them: activity components, preparation procedure, strategies and processes used in writing a HOTS activity and types of the HOTS activities. In addition, the paper describes the pre-service teachers' difficulties in preparing and working with HOTS activities, as well as their perceptions regarding the use of these activities and GeoGebra in the mathematics classroom. The paper also describes the contribution of a HOTS activity to pupils' learning of mathematics, where this HOTS activity was prepared and taught by one pre-service teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Higher%20order%20thinking" title="Higher order thinking">Higher order thinking</a>, <a href="https://publications.waset.org/search?q=HOTS%20activities" title=" HOTS activities"> HOTS activities</a>, <a href="https://publications.waset.org/search?q=pre-service%0D%0Ateachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/search?q=teachers%27%20preparation." title=" teachers' preparation."> teachers' preparation.</a> </p> <a href="https://publications.waset.org/10002101/integrating-hots-activities-with-geogebra-in-pre-service-teachers-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002101/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002101/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002101/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002101/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002101/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002101/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002101/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002101/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002101/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002101/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1946</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Developing Leadership and Teamwork Skills of Pre-Service Teacher through Learning Camp</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sirimanee%20Banjong">Sirimanee Banjong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to 1) develop pre-service teachers’ leadership skills through camp-based learning, and 2) develop preservice teachers’ teamwork skills through camp-based learning. An applied research methodology was used. The target group was derived from a purposive selection. It involved 32 fourth-year students in Early Childhood Education Program enrolling a course entitled Seminar in Early Childhood Education provided during second semester of academic year 2013. The treatment was camp-based learning activities which applied a PDCA process including four stages: 1) plan, 2) do, 3) check, and 4) act. Research instruments were a learning camp program, a camp-based learning management plan, a 5-level assessment form for leadership skills and a 5-level assessment form for assessing teamwork skills. Data were analyzed using descriptive statistics. Results were: 1) pre-service teachers’ leadership skills yielded the before treatment average score at x= 3.4, S.D.=0.6 2and the after-treatment average score at x 4.29 , S.D.=0.66 pre-service teachers’ teamwork skills yielded the before-treatment average score at x=3.31, S.D.=0.60 and the after-treatment average score at x=4.42, S.D.=0.66 Both differences were statistically significant at the .05 level. Thus, the pre-service teachers’ leadership and teamwork skills were significantly improved through the camp-based learning approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20camp" title="Learning camp">Learning camp</a>, <a href="https://publications.waset.org/search?q=leadership%20skills" title=" leadership skills"> leadership skills</a>, <a href="https://publications.waset.org/search?q=teamwork%20skills." title=" teamwork skills."> teamwork skills.</a> </p> <a href="https://publications.waset.org/10002879/developing-leadership-and-teamwork-skills-of-pre-service-teacher-through-learning-camp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002879/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002879/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002879/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002879/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002879/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002879/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002879/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002879/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002879/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002879/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1350</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> A Case Study on Vocational Teachers’ Perceptions on Their Linguistically and Culturally Responsive Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kirsi%20Korkealehto">Kirsi Korkealehto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Finland the transformation from homogenous culture into multicultural one as a result of heavy immigration has been rapid in the recent decades. As multilingualism and multiculturalism are growing features in our society, teachers in all educational levels need to be competent for encounters with students from diverse cultural backgrounds. Consequently, also the number of multicultural and multilingual vocational school students has increased which has not been taken into consideration in teacher education enough. To bridge this gap between teachers’ competences and the requirements of the contemporary school world, Finnish Ministry of Culture and Education established the DivEd-project. The aim of the project is to prepare all teachers to work in the linguistically and culturally diverse world they live in, to develop and increase culturally sustaining and linguistically responsive pedagogy in Finland, increase awareness among Teacher Educators working with preservice teachers and to increase awareness and provide specific strategies to in-service teachers. The partners in the nationwide project are 6 universities and 2 universities of applied sciences. In this research, the linguistically and culturally sustainable teaching practices developed within the DivEd-project are tested in practice. This research aims to explore vocational teachers’ perceptions of these multilingualism and multilingual educational practices. The participants of this study are vocational teachers in of different fields. The data were collected by individual, face-to-face interviews. The data analysis was conducted through content analysis. The findings indicate that the vocational teachers experience that they lack knowledge on linguistically and culturally responsive pedagogy. Moreover, they regard themselves in some extent incompetent in incorporating multilingually and multiculturally sustainable pedagogy in everyday teaching work. Therefore, they feel they need more training pertaining multicultural and multilingual knowledge, competences and suitable pedagogical methods for teaching students from diverse linguistic and cultural backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multicultural" title="Multicultural">Multicultural</a>, <a href="https://publications.waset.org/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/search?q=teacher%20competences" title=" teacher competences"> teacher competences</a>, <a href="https://publications.waset.org/search?q=vocational%20school." title=" vocational school."> vocational school.</a> </p> <a href="https://publications.waset.org/10011952/a-case-study-on-vocational-teachers-perceptions-on-their-linguistically-and-culturally-responsive-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011952/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011952/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011952/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011952/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011952/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011952/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011952/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011952/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011952/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011952/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Leading, Teaching and Learning “in the Middle”: Experiences, Beliefs, and Values of Instructional Leaders, Teachers, and Students in Finland, Germany, and Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Brandy%20Yee">Brandy Yee</a>, <a href="https://publications.waset.org/search?q=Dianne%20Yee"> Dianne Yee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developmentally%20responsive%20learning%20environments" title="Developmentally responsive learning environments">Developmentally responsive learning environments</a>, <a href="https://publications.waset.org/search?q=early%20adolescents" title=" early adolescents"> early adolescents</a>, <a href="https://publications.waset.org/search?q=middle-level%20learning" title=" middle-level learning"> middle-level learning</a>, <a href="https://publications.waset.org/search?q=middle%20years" title=" middle years"> middle years</a>, <a href="https://publications.waset.org/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/search?q=instructional%20practices" title=" instructional practices"> instructional practices</a>, <a href="https://publications.waset.org/search?q=intellectually%20engaging%20learning%20environments" title=" intellectually engaging learning environments"> intellectually engaging learning environments</a>, <a href="https://publications.waset.org/search?q=leadership%20dimensions" title=" leadership dimensions"> leadership dimensions</a>, <a href="https://publications.waset.org/search?q=student%20agency." title=" student agency."> student agency.</a> </p> <a href="https://publications.waset.org/10004060/leading-teaching-and-learning-in-the-middle-experiences-beliefs-and-values-of-instructional-leaders-teachers-and-students-in-finland-germany-and-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004060/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a 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