scholarly journals Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Emre Dinc
Keyword(s):  
Technology Integration ◽  
Prospective Teachers ◽  
Teachers Perceptions ◽  
Barriers To Technology

scholarly journals Design and Initial Validation of a Questionnaire on Prospective Teachers’ Perceptions of the Landscape

2021 ◽  
Vol 11 (3) ◽  
pp. 112
Author(s):  
Rubén Fernández Álvarez ◽  
José Fernández
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Exploratory Factor Analysis ◽  
Prospective Teachers ◽  
Teachers Perceptions ◽  
Qualitative And Quantitative ◽  
Initial Validation ◽  
School Teaching ◽  
Core Characteristics ◽  
Design Construction

This research focuses on the design, construction, and validation of a questionnaire that seeks to analyse the perception of the landscape amongst undergraduates studying for a Degree in Primary School Teaching at Salamanca University. The process has involved using both qualitative and quantitative techniques to test the content’s validity and the construct’s reliability and suitability through the participation of a panel of expert judges and a sample of 432 subjects. This has been followed by the introduction of an exploratory factor analysis (EFA) of the data provided by the cohort that has led to a study of the questionnaire’s core characteristics, a reduction in its size, and the validation of its pertinence.

scholarly journals Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Effat Alvi ◽  
Farhat Shafi
Keyword(s):  
Higher Education ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Early Years ◽  
Personal Traits ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Gender ◽  
Oral Presentations

Presentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were measured, number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank.  There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers.

scholarly journals The Influence of Parent-Teacher Meetings on Early Childhood Students' Academic Performance: Prospective Teachers' Perceptions

2021 ◽  
Vol VI (II) ◽  
pp. 180-190
Author(s):  
Mahnoor Arshad ◽  
Yaar Muhammad ◽  
Naima Qureshi
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Full Potential ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Interview Guide ◽  
Integral Role ◽  
Early Childhood Students

Parent-teacher meetings (PTM) play an integral role in a child's education. The importance of PTM is even more critical for Early childhood Education (ECE). ECE is not a novice concept in Pakistan; however, parents have only realized now that learning during early childhood goes beyond the walls of the classrooms and can only realize its full potential if parents are actively participating in their children's education. Therefore, PTM is the time when parents and teachers can collaborate to work for the education of the children. The current study explores the prospective teachers' perceptions of PTMs and their influence on ECE students' performance. The data were gathered from seven participants through an open-ended, semi-structured interview guide. The analysis concluded that prospective teachers had a good understanding of PTMs processes and generally had a positive attitude toward them. Prospective teachers also believed that PTMs positively influence students' academic performance.

scholarly journals Prospective Teachers’ Perceptions of Science Theories: An Action Research Study

2013 ◽  
Vol 04 (01) ◽  
pp. 82-88 ◽  
Author(s):  
James P. Concannon ◽  
Patrick L. Brown ◽  
Erikka Brown
Keyword(s):  
Action Research ◽  
Prospective Teachers ◽  
Research Study ◽  
Teachers Perceptions ◽  
Action Research Study

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

New Barriers to Technology Integration and Digital Education Equity

2020 ◽  
pp. 122-136
Author(s):  
Nicholas C. Wilson
Keyword(s):  
Technology Integration ◽  
Identity Development ◽  
Digital Media ◽  
Technology Use ◽  
Student Agency ◽  
Next Generation ◽  
Education Equity ◽  
Critical Areas ◽  
Barriers To Integration ◽  
Barriers To Technology

This chapter explores two critical areas essential to the implementation of next generation tools in formal learning settings: (1) persistent barriers to technology integration in schools and (2) supporting student agency through different forms of participation in technology and digital media activities. Concerns that the educational digital divide has evolved into an issue of equitable participation in producer-level technology-mediated activities have underscored the need to identify new barriers to integration and student engagement. While persistent barriers to integration continue to impact the frequency and purpose of technology use in the classroom, a re-centering of focus on agency and its relationship to students' identity development underscores the need to understand how the next generation of tools and technologies can be harnessed to overcome social and educational inequities.

A Comparative Study on the Professional Identity of Current and Prospective Teachers

2018 ◽  
Vol 8 (2) ◽  
pp. 24-45
Author(s):  
Dara Tafazoli ◽  
Sajad Sadeghi
Keyword(s):  
Data Analysis ◽  
Comparative Study ◽  
Professional Identity ◽  
Prospective Teachers ◽  
English Language ◽  
Teachers Perceptions ◽  
Whitney Test ◽  
Self Perceptions ◽  
Significant Difference ◽  
Spss Software

The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.

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