Pre-service Science and Mathematics teachers’ reasoning: a think-aloud study

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

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Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next?

Eurasia Journal of Mathematics Science and Technology Education ◽

10.12973/eurasia.2017.01053a ◽

2017 ◽

Vol 13 (9) ◽

Cited By ~ 2

Author(s):

Fatimah Alhashem ◽

Noha Alrwaished ◽

Ali Alkandari

Keyword(s):

Content Knowledge ◽

Mathematics Teachers ◽

Service Science ◽

And Mathematics ◽

Science And Mathematics Teachers ◽

Technology Pedagogy

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A Cross-sectional Study on the Self-Efficacy of Pre-service Science and Mathematics Teachers in a Philippine State University

Annals of Tropical Research ◽

10.32945/atr3919.2017 ◽

2017 ◽

pp. 135-146

Author(s):

Maria Rachel Kim Aure ◽

Richard Jugar

Keyword(s):

General Education ◽

Mathematics Teachers ◽

Professional Education ◽

Self Efficacy ◽

Predictive Power ◽

Service Science ◽

Significant Difference ◽

And Mathematics ◽

Science And Mathematics Teachers ◽

Education Courses

This study investigated the self-efficacy levels of pre-service science and mathematics teachers in a Philippine state university. A total of 172 pre-service science and mathematics teachers served as respondents of the study. Data collection was done through the use of the Science and Mathematics Teaching Efficacy Belief Instrument for Pre-service Teachers. The ANOVA indicated significant difference self-efficacy according to year level such that fourth year pre-service teachers indicated a statistically significant decrease. No significant difference was observed for gender and specialization. As regards to the type of courses as predictors of self-efficacy level, general education courses showed low positive predictive power (β = 0.180) whereas specialization courses and professional education courses showed a negative predictive power of β = -0.198 and β = -0.702 respectively. General education and professional education courses displayed significant predictive power at p < 0.05 whereas specialization courses did not (p=0.151). The overall explanatory power of the regression model was 61.1% (R2 = 0.611, F(3,171) = 90.419, p < 0.001). The 2 implications on the teacher education preparation as well as for future directions are likewise discussed.

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