Investigation of the Relationship between Prospective Teachers  Participative Assessment Beliefs and Individual Innovativeness State

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics learning. Early instruction-focused field experience (i.e., leading directly to classroom instruction) was positively related to the study outcomes in programs with such field experience of median or shorter duration. Moreover, the duration of instruction-focused field experience was positively related to study outcomes in programs without early instruction-focused field experience. By contrast, the duration of exploration-focused field experience (e.g., observation) was not related to the study outcomes. These findings suggest that field experience has important but largely overlooked relationships with prospective teachers' mathematical knowledge and beliefs. Implications for future research are discussed.

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A Comparison of Assessment Beliefs of Science and Education Lecturers in a University

Multidisciplinary Journal of Educational Research ◽

10.17583/remie.2016.1766 ◽

2016 ◽

Vol 6 (1) ◽

pp. 77 ◽

Cited By ~ 1

Author(s):

Mark S Davies ◽

Maddalena Taras

Keyword(s):

Quality Assurance ◽

National Level ◽

Theoretical Understanding ◽

Learning And Teaching ◽

The Past ◽

Science And Education ◽

Assessment Beliefs ◽

The Relationship

<p>Assessment processes and products are important at all levels of education, from the micro context of the classroom to national level. Expertise in assessment is assumed to be a basic attribute of lecturers. However, given the developments of the past 20-30 years a panoply of ideals and ideas have permeated discourses so as to camouflage the basics of theoretical understanding. This study examines the beliefs of 50 science and 50 education lecturers at an English university, focusing on data collected via a questionnaire to clarify the beliefs and understanding of assessment terms and the relationship between them. The results demonstrate that there is a great variety of understanding both between and within subject disciplines. This spread, though to be expected in a thinking, developing sector, has implications for learning and teaching and for quality assurance. </p>

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EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

Journal on Mathematics Education ◽

10.22342/jme.10.2.7326.185-202 ◽

2019 ◽

Vol 10 (2) ◽

pp. 185-202 ◽

Cited By ~ 3

Author(s):

Muhtarom Muhtarom ◽

Dwi Juniati ◽

Tatag Yuli Eko Siswono

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Prospective Teachers ◽

Teaching Practice ◽

Mathematics Classroom ◽

Pedagogical Content ◽

Good Communication ◽

Good Communication Skill ◽

Two Factors ◽

The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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Revisiting the Relationships between Turkish Prospective Teachers' Thinking Styles and Behaviors Fostering Creativity

Advances in Media, Entertainment, and the Arts - Exploring the Benefits of Creativity in Education, Media, and the Arts ◽

10.4018/978-1-5225-0504-4.ch007 ◽

2017 ◽

pp. 136-157

Author(s):

Ayhan Dikici

Keyword(s):

Factor Analysis ◽

Trend Analysis ◽

Prospective Teachers ◽

Zero Order ◽

Thinking Styles ◽

Type I ◽

Type Ii ◽

Quadratic Trend ◽

Fostering Creativity ◽

The Relationship

This chapter aims to reexamine the relationship between Turkish prospective teachers' thinking styles and creativity fostering behaviors. In the study, 182 Turkish prospective teachers were participated. The Thinking Styles Inventory (TSI) and Creativity Fostering Teacher Index Scale (CFTIS) were administered to participants. An exploratory factor analysis, zero order and partial correlation, linear and quadratic trend analysis were conducted on the data. The results indicated that Type I thinking styles are a more powerful predictor for creativity fostering behaviors than Type II thinking styles. Prospective teachers' implicit opinions about creativity negatively predicted to CFTIS. Relationship between Type I and Type II thinking styles, and creativity fostering behaviors were positively significant in the results of quadratic trend analysis; however, the relationship between implicit opinions about creativity and creativity fostering behaviors were negatively significant in the analysis. The results obtained from the study were discussed based on previous studies.

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A way to more effective education

Management Journal of Contemporary Management Issues ◽

10.30924/mjcmi.24.1.8 ◽

2019 ◽

Vol 24 (1) ◽

pp. 121-136

Author(s):

Koraljka Modić Stanke ◽

Valentina Ružić ◽

Aleksandra Mindoljević Drakulić

Keyword(s):

Service Learning ◽

Prospective Teachers ◽

Professional Growth ◽

Educational Institutions ◽

Control Group ◽

Policy Makers ◽

Voluntary Service ◽

Educational Efficiency ◽

And Control ◽

The Relationship

To become a teacher one must possess a minimum of pedagogical competences, obtained by the completion of pedagogical-psychological-didactic-methodical education. It is assumed that it will be followed by professional growth in the foreseeable future – but that does not necessarily happen. One way to provide a better head start for prospective teachers and their future students is to implement a service-learning (S-L) – a pedagogical approach that combines academic coursework with voluntary service in the community. The aim of this study is to determine the initial interest of students for engaging in service-learning within compulsory courses of pedagogical-psychological-didactic-methodical education and to investigate the relationship between the level of service-learning information and the reported interest in service-learning. Participants were 42 graduate students, divided into two groups – experimental (attended a lecture on service-learning between measurements) and control group (no intervention between two measurements). Results demonstrate high(est) interest for service learning within the course Psychology of Education. Prospective teachers that attended the lecture on service-learning became more interested in it. Most of the students think that engaging in service-learning would lead to higher motivation and better knowledge of the course. These findings should encourage teachers and policy-makers to consider the implementation of S-L in educational institutions in order to improve educational efficiency on all levels of the educational system.

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How Is Smartphone Addiction Related to Interaction Anxiety of Prospective Teachers?

Education Sciences ◽

10.3390/educsci8040186 ◽

2018 ◽

Vol 8 (4) ◽

pp. 186 ◽

Cited By ~ 3

Author(s):

Necdet Konan ◽

Emine Durmuş ◽

Duygu Türkoğlu ◽

Aslı Ağıroğlu Bakır

Keyword(s):

Prospective Teachers ◽

Quantitative Research ◽

Smartphone Addiction ◽

Short Version ◽

Smartphone Use ◽

Faculty Of Education ◽

Education In Turkey ◽

Interaction Anxiety ◽

The Relationship ◽

Senior Students

The main purpose of this research is to determine the relationship between prospective teachers’ smartphone addiction and interaction anxiety. For this purpose, quantitative research was carried out within the relational screening model. The population of the research was composed of senior students and pedagogical formation students from Inonu University Faculty of Education in Turkey. The sample consisted of a total of 330 prospective teachers, including 117 Faculty of Education and 213 pedagogical formation students. Data of the study were obtained via The Smartphone Addiction Scale-Short Version (SAS-SV) and The Interaction Anxiousness Scale (IAS). As a result of the research, it was seen that the scores of prospective teachers’ on smartphone use was at the lower level and the scores of interaction anxiety were close to the lower level of anxiety. There was also a statistically significant positive correlation between prospective teachers’ smartphone addiction and interaction anxiety.

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