Three Subjects and Seven Duties Model:Empowering Informatization Teaching Ability of Pre-Service Teachers

By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service teachers know about informatization instruction?What is their level of informatization teaching ability?(2)What factors influence pre-service teachers’ability to deliver informatization instruction?How to overcome the obstacles?The inquiry focuses on the theoretical exploration of informatization teaching ability,questionnaire,and interview analysis on the current condition and improvement of pre-service teachers’informatization teaching ability.The data from the questionnaire and interview of the pre-service teachers were evaluated from three dimensions:awareness and attitude towards informatization teaching,knowledge of informatization teaching,and the ability to apply informatization teaching skills innovatively and comprehensively.The 3S-7D(Three Subjects and Seven Duties)model consisting of three subjects and the seven duties that go with them is established.The three subjects include pre-service teachers,teacher educators,and higher education schools.The seven duties involve pre-service teachers demonstrating learning motivation,cross-discipline thinking,and information and communications technology mastery;teacher educators actively constructing informatization teaching practice and formative assessment;and higher education schools providing adequate hardware and software equipment while offering cooperative opportunities with primary and junior schools through institutionalization.

A Task-oriented Approach to the Pre-service Teacher Education in the Classroom of English Teaching Methodology （ETM）

This paper concerns itself with a task-oriented approach to the pre-service teacher education in the Classroom of English Teaching Methodology （ETM）. We attempt to use an explicit theoretic framework to guide the practice of ETM classroom in teacher education. The basic assumption is that we can use methodology which we use in teaching language, and apply those techniques and methods to train student teachers. By this approach the student teachers can adopt a research orientation to their own classrooms and their own teaching, an inquiry-based and discovery-oriented approach to learning is greatly emphasized, and they also can form the habit of generating theories and hypotheses and reflecting critically on teaching.

A Research of Pre-service Teachers' Lead-in Strategies in English Teaching

Lead-in, referring to the teaching activities at the very beginning of a class, is one of the most basic steps in English classroom teaching. Short though it is, it plays an essential role in arousing students' attention, stirring up students' interest, enhancing their motivation, activating the atmosphere of classroom teaching, and achieving teaching objectives. Based on the previous literature about lead-in, the author first discusses the importance and functions of lead-in, and then analyzes some lead-in strategies on the basis of the 17 teaching cases of pre-service English teachers.

Outcomes of the Expanded Programme on Immunization Pre-Service Training Initiatives in Kenya: A Mixed Methods Study

Background: The Maternal and Child Survival Program of United States Agency for International Development conducted a study in 2017 to assess the outcome of an initiative to strengthen Expanded Programme on Immunization (EPI) pre-service training. The pre-service training initiative was undertaken by the Ministry of Health (MOH) with support from partners in 2012-2016. The overall objective of the study was to assess the adoption and effectiveness of the initiative in the competency (knowledge, skills and attitude) of graduate nurses. Methods: The study included a conveniently selected sample of 14 pre-service training institutions, 23 field practicum sites, and 29 health facilities in western Kenya, and used quantitative and qualitative methods of data collection. Results: All pre-service training institutions were found to have adapted the WHO EPI prototype curriculum. Overall, tutors followed training method in the classroom as suggested in the curriculum, except evaluation of students’ learning lacked tests or quizzes. Students had opportunities for hands-on practical experience in the field practicum sites. Graduate nurses were found to have acquired the skills for vaccinating children. However, some pre-service training institutions lacked functional skills labs for practical learning of students. In addition, students did not receive up-to-date information on EPI program, and lacked knowledge and skills on monitoring and documentation of EPI coverage during preservice training. Conclusions: It appears that the EPI pre-service training strengthening initiatives facilitated competency-based EPI training of nurses in Kenya. However, preservice training institutions still have scope for improvement in the skills lab, hand-washing practice, providing up-to-date information, and training students on coverage monitoring and documentation.

Pre-service Teachers’ Beliefs of Competence With Teaching Socially Sensitive Issues

This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues;yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.

ESL pre-service teachers＇ views of Teaching Practice supervision and assessment in Nigeria

This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.

Pre-Service Teachers Attitude towards Teaching Environmental Education (EE) during Practicum in Malaysian Primary Schools

Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).

Pre-service Early Childhood Teachers’ Attitude Towards Mathematics: A Jamaican Inquiry

The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.

How to Cultivate an Excellent English-Teacher-in-Future?-A Study on the Changes on Pre-service Language Teacher Identity During the Practicum

For the teacher’s professional development,identity plays a crucial role in promoting the teacher’s maturity and skills.For pre-service teachers,the level of identity determines whether they are willing or even determined to take teaching as their future career,and also represents whether their professional development is smooth.Therefore,the research on pre-service teachers’identity is of great significance.Combining quantitative analysis and qualitative analysis,this study aims to explore whether the identity of pre-service English teachers changes before and after the practicum and the influencing factors during the practicum through questionnaire surveys and semi-structured interviews.Based on the four dimensions of identity proposed by Xun,Sun,and Peng(2014),this study investigated the juniors before their practice and the seniors who had practiced for two months.It is found that the scores of careers belonging,foreign language teaching belief,English proficiency,work involvement,professional behaviour tendency,and foreign language teaching reform are higher than those of the students before the practicum.Through semi-structured interviews,it can be concluded that the factors affecting identity include personal factors,mentor factors,job content,and organizational support factors.According to the survey results,this study puts forward corresponding suggestions to improve the positive impact of practicum on students’identity.

Understanding the Process of Pre-service EFL Teachers＇ Reflective Thinking on Classroom Interaction

Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the study during their practicum. Their reflective diary, the interviews between the researchers and the teachers, and classroom observation data are triangulated each other. The features of their reflection process are concluded： （1） Their reflections tend to be spontaneous interpretation; （2） their reflective thinking is partly ＂reasoning＂ phases; and （3） they depend on the authorities in the process of reflective thinking. Some implications are made for the guidelines in EFL teachers＇ practicum

Pre-service Early Childhood Teachers’Attitude Towards Mathematics:A Jamaican Inquiry

The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.

Mathematics Knowledge of Proof in Geometry： Pre-Service Teachers＇ Perspectives

This article is based on research on pre-service teachers＇ perspectives on their mathematics knowledge of proof in geometry. The study was framed using tile mathematical knowledge for teaching framework. This qualitative study employed the use of a task-based worksheet, focus group sessions and semi-structured individual interviews. The task-based worksheet was completed by 180 pre-service mathematics teachers （second, third and fourth year mathematics education students）. Pre-service mathematics teachers are student teachers who have not yet completed their training to become teachers. After the analysis of the task-based worksheet, 20 participants were invited to participate in focus group sessions and individual interviews. The findings of the study reveal that the participants possess peripheral mathematics knowledge of proof in geometry. The study aims at assisting pre-service teachers and interested educationists to explore innovative methods of acquiring and imparting mathematics knowledge of proof in geometry. The study proposes possible changes in curriculum at school and university level.

Genre Analysis on the Abstracts of Graduation Papers Written by Pre-service Teachers of English

As a particular genre,Abstract is a growing field of study in linguistics. Move analysis is one aspect that has conducted to describe RA abstract. This article analyzed the particular genre with the purpose of helping them work out good abstracts for academic writing to improve their ability of doing research. One hundred abstracts were selected randomly from all the 450 graduation papers written by Eng lish-major pre-service teachers in 2010 in Hunan First Normal University in China. These informative abstracts were analyzed with the framework of Hyland's 2000 Model. The results revealed that these English-major pre-service teachers haven't done well in the abstract writing for their graduation paper, most of whom have no good understanding about the move model and move sequence, which impli cates that explicit introduction of terms of genre, move and move sequence etc., and training on how to write good abstracts in future study are really needed.

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

An Investigation on Pre-service English Teachers’ Perceptions Toward Using Portfolio Assessment in English Writing Teaching at Middle Schools

According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in English writing teaching,which is a kind of formative assessment.Prior studies investigated the effects of portfolio assessment on improving students’writing abilities from students’points of views.However,this thesis is set from the angles of pre-service teachers,which looks at their perceptions to using portfolio assessment in teaching writing.

Developing Pre-service Teachers’ICT Teaching Competency:Supporting Elements,Major Issues,and Possible Paths-Analysis Based on the Survey of 20 Normal Universities and Colleges

Based on the increasingly prominent power of information technology in the innovative development of education,people pay more attention to the information and communications technology(ICT)teaching competency of pre-service teachers.In order to explore the supporting elements,key issues,and possible paths of current normal universities and colleges in cultivating pre-service teachers’ICT teaching competency,this study collects the survey data of graduates from 20 normal universities and colleges at provincial&ministerial,local,and junior levels.Based on the total quality management theory,technology acceptance model,and pre-service teachers’ICT teaching competency framework,it carries out the survey and analysis from three aspects:supporting elements,supporting effects,and ability development.The study finds that the support of personnel,facilities,curriculum,mechanism,and environment provided by normal universities and colleges does not play a full role in improving the ICT teaching competency of pre-service teachers.There are still great differences among different levels of universities and colleges.Among them,the influence of personnel support and curriculum support should be greatly strengthened,and facility support is even more inhibited.Based on these findings,it puts forward some strategies that are conducive to better cultivating the ICT teaching competency of pre-service teachers in the pre-service education stage,to make them adapt to the new standards and requirements for teachers in the new era.

实习护生与带教老师对岗前培训内容差异的比较分析

目的:了解实习护生与带教老师对岗前培训的认识,探索岗前培训的主要内容。方法随机选取50名实习护生(护生组)及50名临床带教老师(带教组)进行问卷调查岗前培训的认识和内容,结果采用 SPSS15.0软件进行统计分析。结果两组对岗前培训的认识比较,差异具有统计学意义(P<0.05)。岗前培训内容组间比较,医院制度差异具有统计学意义(P<0.05),沟通技巧差异具有显著统计学意义(P<0.01),护理安全差异具有极显著统计学意义(P<0.001),职业素养、护理技术差异均无统计学意义(P>0.05)。结论实习护生。

Rural-Oriented Pre-service Teachers Transitioning in Multiple Identities:An Ethnographic Study in a Chinese University Based on Sociological Institutionalism

Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal identity cognition and the external identity expectation of rural-oriented pre-service teachers through the study of educational ethnography.It is found that while they form a dominant identity in the interaction with policies,they are also endowed with the identity“privilege”and the energized learning motivation,but there are mutual restrictions between policies’entitlement and empowerment.In the interaction with social norms,they exchange with the policies reciprocally due to the torture of moral obligation,and then consciously undertake the responsibilities of their identity,but ego and publicity still conflict with each other in the underlying logic.In the interaction with their ego,they gradually reconcile with themselves and reshape their identity after experiencing identity rejection under the stigmatization cognition.Then,in the process of habitualization and institutionalization of identity,they adopt two different strategies:passive compromise and active adjustment.

A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

The purpose of this study was to compare pre-service teachers’views of ethical issues in assessment practices in the US and China.Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China.Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China.American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading.Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation.The findings of this study can help build guidelines regarding ethical issues in classroom assessment.

Building and Application of the“Relay”Volunteer Teaching Model for Pre-service Teachers under“Internet Plus”

The educational practice of pre-service teachers is an essential part of teacher training.As an important form of educational practice,volunteer teaching can effectively improve the quality of teacher training and bridge the serving of basic education.Upon the literature review on existing volunteer teaching models,this paper develops a teaching community of teachers under“Internet Plus”and the prototype of a“relay”volunteer teaching model towards the integrated design of training undergraduate pre-teachers and improving the educational quality of small rural schools.The sound“relay”volunteer teaching model has been formed upon revisions around checking its completeness,optimizing its operability,and enhancing its stability using the design-based research paradigm according to the research path of“planning-application-reflection-improvement.”The practice has indicated positive effects of the new model in promoting the academic development of students in small rural schools,enhancing the classroom teaching competency of rural teachers,and improving the professionalism of pre-service teachers.The quality and efficiency of the new model can be improved through initiatives such as providing timely and efficient technical support,establishing a favorable and harmonious relationship between teachers and students,adopting guidance with double-qualified instructors for instant companionship,and implementing flexible incentives and restraints.