The flipped learning perception scale: A validity and reliability study.

This study aims to develop a scale to determine preservice science teachers' perceptions of flipped learning. The present study uses the survey design, a quantitative research method. For content validity, the authors created an item pool of 144 items based on the literature. After being checked by experts, the item pool dropped to 49 items for the five-point Likert-type draft scale. The current study has preferred cluster sampling due to generalization concerns. The accessible population of the study is the preservice science teachers in Türkiye's provinces of Kayseri, Nevsehir, Nigde, Kirsehir, and Konya. We administered the draft scale to 490 preservice science teachers, which is the recommended 10 times the number of items. We also performed explanatory and confirmatory factor analyses to check the scale's construct validity. We ultimately obtained a four-factor structure with 43 items that explain 49.2% of the variance in scores and found the correlation between the criterion and draft scales to be greater than .70, thus ensuring criterion validity. We calculated Cronbach's alpha and composite reliability coefficients to check the reliability of the scale and determined the reliability coefficients for both the overall scale and the sub-factors to be greater than 0.70. As a result, we have obtained a scale consisting of 43 items and four dimensions that explains 49.2% of the variance. This data collection tool can be used by researchers and lecturers to determine preservice teachers' perceptions toward flipped learning.

The digital silver lining of the pandemic: The impact on preservice teachers' technological knowledge and beliefs.

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers' and learners' technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers' knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers' technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.

Preservice Teachers' Online Teaching Experiences During COVID-19.

This study aimed to investigate the online teaching experiences of preservice teachers during the pandemic. Due to COVID-19, preservice teachers were required to work with children and families remotely to gain practicum experiences. Three preservice teachers' work (family reflection papers, lesson reflection papers, video recordings of teaching, eBooks, and teaching movies) from two courses were analyzed using constant comparative analysis. The study findings indicated that preservice teachers struggled with maintaining children's active engagement and identifying appropriate time to scaffold children's learning since they could not observe the learning process of the children. However, they were able to overcome the challenges by employing different strategies (modeling, child-centered approach, and patience), with these attempts reflecting their pedagogical resilience.

A comparative study of Chinese and American preservice teachers' intention to teach online based on the Theory of Planned Behavior.

Online learning emerged as a solution to continue with teaching and learning during the Coronavirus (COVID-19) pandemic. Nonetheless, teaching online consumes considerable time and put pressure on teachers' daily lives. Thus, the internal mechanism of preservice teachers' intention to teach online is analyzed in this study. Specifically, this study analyzed preservice teachers' intention to teach online in China and America to illuminate the internal mechanism of teachers' intention to teach online in different cultural backgrounds. One hundred seventy-six Chinese preservice teachers and two hundred forty-one American preservice teachers participated in this study. The confirmatory factor analysis supported that the Intention to Teach Online Scale was reliable in three constructs: online teaching attitude, perceived control, and subjective norm. The result demonstrates that there is a significant difference between Chinese and American preservice teachers' intention to teach online in the online teaching attitude and perceived control. In addition, it is supported that there is a significant difference between the effects of Chinese and American preservice teachers' teaching attitude, perceived control, and subjective norm on their intention to teach online. Moreover, there is a difference in the relationships among Chinese and American teachers' online teaching attitudes, perceived control, and subjective norm. The preservice teachers' demographic features can be factors that caused this difference. Research and practice implications of this study are proposed.

Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel.

Amidst COVID-19, teacher education has shifted to online learning. Although much is known about digital inequity in routine times, little is known about it under constrained conditions, particularly among women of minority groups. The study's goal was to explore the online-learning challenges encountered by (minority) Bedouin female preservice teachers (n = 41) compared to those encountered by (majority) Jewish counterparts (n = 60). Data from reflections (N = 101), focus groups (2), and (68) interviews underwent qualitative-constructivist content analysis. Group comparisons revealed socioculturally-based differential learning pathways, leading to educational inequities. We discuss possible ways to ensure equitable online teacher education using the "digital divide" perspective.

Indicators to assess preservice teachers' digital competence in security: A systematic review.

The goal of this review is to analyse the state of inquiry in the field of digital competence in security in initial teacher education, via indicators to assess preservice teachers' digital competence in security, in order to help find opportunities to improve their competence level. Following the parameters defined in the PRISMA declaration, the review uses a bibliographic research methodology to explore the WoS, Scopus and ERIC databases. After a search identifying a sample of 31 scholarly articles published between 2010 and 2021, we analyse the information obtained using descriptive statistics and content analysis. The results show a predominance of empirical research in the European context. These studies are quantitative and tend to use questionnaires. Our conclusion proposes the need to train preservice teachers in data protection and privacy, searching for and using Internet images with authorship screening, use of open software programs, and respect for online communication norms, as well as ethical and responsible technology use. All of these issues are implicitly and transversally linked to the area of digital competence in security.

Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education.

The present study aimed at investigating nomophobia prevalence, thus, recurrence of anxiety without a smartphone, with preservice teachers in the Colleges of Education, Ghana. An actual sample of 345 preservice teachers responded to a 20-item questionnaire on nomophobia (NMP-Q). A one-way MANOVA between different groups statistics was applied in determining the differences in nomophobic behaviours among preservice teachers based on non-technology-related variables (gender, age, specialism, subjective economic status, sleep/rest hours, and religion) and technology-related variables (number of smartphones owned, smartphone ownership duration, active internet services, and daily internet usage time). The results evidenced that the vast majority of preservice teachers had mild to severe nomophobia, and their most significant anxiety was related to access to information and communication. Besides, non-technology-related variables in gender, sleep hours, and subjective economic status significantly impacted the preservice teachers' nomophobia. Technology-related variables that significantly influenced the nomophobic behaviour of preservice teachers included the number of smartphones owned, smartphone ownership duration, and active internet service. A sizable majority of the preservice teachers showed signs of mild to severe nomophobia. The present study provides prefatory support for the prevalence of nomophobia among the Ghanaian preservice teachers.

Investigating students' E-Learning attitudes in times of crisis (COVID-19 pandemic).

With the COVID-19 pandemic affecting the world, the vast majority of students in various educational institutions around the world have changed their learning styles from the physical classroom to digital learning education. Especially the fact that university students take their lessons with e-learning in times of crisis (COVID-19 pandemic) has forced them to spend more time with the computer. This situation will also affect their academic motivation. This research aimed to test whether the fear of contracting COVID-19 (CoVFC) had a moderating effect on the prediction of preservice teachers' academic motivation (AMOTV) with their computer self-efficacy perceptions (CSE). With a combined approach, a single model was employed to test the moderating role of CoVFC and the mediating role of Attitudes towards E-Learning (ATEL) in the prediction of preservice teachers' AMOTV with their CSE. 522 preservice teachers from 21 different branches participated in this research. As a result of the research, the CSE of preservice teachers were determined to predict their AMOTV significantly and positively. The increase in CoVFC was found to have a negative moderating effect on the prediction of AMOTV with the CSE of preservice teachers. Also, ATEL was found to have a partial mediating effect in the relationship between the CSE and AMOTV of preservice teachers.

Maintaining Professional Standards in Early Childhood Teacher Preparation: Evaluating Adaptations to Fieldwork-Based Experiences During COVID-19.

At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor's degree program resulting in state teacher certification. Data were collected from students from three different cohorts (n = 26) through course assignments, reflections, and instructor- and self-assessments. Results highlight several areas where students found success in meeting professional standards in new ways including: knowledge of development, relevant and responsive curriculum, collaborative engagement, cultural and familial knowledge, inclusive and individualized design, and flexibility and adaptability. Students were prepared to teach in the following ways: designing curriculum, implementation, and reflective practice. Students felt unprepared to teach citing needing more practice and continued skills development. These findings highlight the need for flexibility in the face of the pandemic and underscore the importance of using the new knowledge and practices generated about student learning to reinvent early childhood teacher education programs when faced with post-pandemic realities.

An exploration of the relationship between phonological and phonics knowledge, and self-efficacy for teaching.

The purpose of the present study was to survey trainee teachers to find out if there was a relationship between phonological and phonics content knowledge, perceived proficiency in this knowledge, and feelings of self-efficacy as teachers. Participants were 51 undergraduate international teacher trainees from Malaysia studying in a 4-year university program to teach English as another language. They completed a phonological and phonics knowledge survey as well as a short questionnaire relating to self-efficacy for teaching. The survey results showed, similar to previous studies of the linguistic knowledge of teachers and teacher trainees, difficulties with phonological and phonics knowledge. Students who thought they were proficient in phonological and phonics knowledge were higher in phonological knowledge but not in phonics scores than were students who thought they were less proficient. The results for teaching self-efficacy showed that students with higher phonological knowledge had higher levels of external teaching self-efficacy in that they tended to disagree that factors outside their control made it difficult for some pupils to succeed. This suggests that higher levels of phonological knowledge gives prospective teachers more self-belief in their ability to help all their pupils.

The Impact of Teacher and Peer Support on Preservice EFL Teachers' Work Engagement in Their Teaching Practicum: The Mediating Role of Teacher L2 Grit and Language Teaching Enjoyment.

The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psychological and emotional factors throughout the practicum. To address this research gap, the present study, informed by the Stimulus-Organism-Response (SOR) theory, has developed a structural equation model. This model posits teacher support and peer support as stimuli, L2 grit and the foreign language teaching enjoyment as the organism, and the work engagement of pre-service teachers as the behavioral response. A quantitative survey was conducted among 516 preservice EFL teachers to examine the relationships among variables in the model. Findings showed direct predictions of work engagement by teacher support, L2 grit, and FLTE. L2 grit and FLTE sequentially mediated the relationship between teacher and peer support and work engagement. This study identified the factors influencing preservice EFL teachers' work engagement, contributing to a deeper understanding of their psychological characteristics and emotional experiences during the teaching practicum. Additionally, the study offers practical implications for universities and internship schools to enhance preservice teachers' work engagement during the practicum.

The Effect of a SEL (Social-Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics.

This study's aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler's assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study's results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.

Five-factor personality traits as predictors of intercultural sensitivity among Turkish preservice teachers.

The aim of this study is to examine the relationships between the five-factor personality traits and intercultural sensitivity among Turkish preservice teachers. The participants of this study were 1218 college students enrolled at a university located in the central Black Sea Region of Türkiye. The participants were selected using a convenience sampling method. The preservice teachers responded to a survey comprising the Personal Information Form, Intercultural Sensitivity Scale, and Quick Big Five Personality Scale. The data were analyzed using descriptive statistics, Pearson product-moment correlation analysis, multiple linear regression analysis, and relative importance analysis. The results of this study showed that preservice teachers with stronger personality traits of agreeableness, extraversion, emotional stability, and openness to new experiences tend to have higher levels of intercultural sensitivity. Moreover, results of relative importance analyses revealed that agreeableness is the most important predictor of intercultural sensitivity among preservice teachers whereas emotional stability was found to be the least important predictor. The findings of this study can help to determine personality traits related to intercultural sensitivity among preservice teachers.

ACTIVE YOU: Teacher Attributes and Attitudes Predicting Physical Activity Promotion.

BACKGROUND: Based on the Health Belief Model, this study examined preservice teacher attributes and attitudes toward providing physical activity opportunities for children in school. METHODS: A quasi-experimental design was used to collect proof of concept and feasibility data for the ACTIVE YOU intervention as part of teacher education. CONCLUSIONS: Examination of a diverse sample of preservice teachers during their fieldwork revealed that those who engage in healthy behaviors and had positive attitudes toward physical activity in schools are more likely to take action and promote physical activity for their students.

Current and preservice teachers' views and beliefs regarding martial arts and the inclusion of martial arts in Australian school settings: A cross-sectional study.

Purpose: This study investigates views and beliefs of current and preservice teachers regarding martial arts (MA) and the inclusion of martial arts in schools. Methods: Participants completed an anonymous, 28-item questionnaire made available online via Qualtrics (August-November 2020). Data was analysed using SPSS software to compare mean scores by sex, and between qualified teachers and preservice teachers. Qualitative data in the form of quotes was drawn upon and used to complement the quantitative results. Results: Results indicate teachers and preservice teachers view MA as a worthwhile and beneficial activity for school-aged students, and support the inclusion of MA into school settings. Conclusion: These findings may be useful to inform policy and practice in schools, and the development of teacher education programs, professional development courses, and school-based education programs utilizing MA to meet physical education learning outcomes.

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud.

This yearlong study describes multiple stakeholders' perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders' technology professional development.

Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the COVID-19 pandemic.

The massive shift from face-to-face classes to online learning due to the COVID-19 pandemic made the assessment of students' capacity to regulate their learning more important. The researchers conducted an explanatory sequential mixed methods design with validation of a five-point 24-item Likert scale questionnaire called the online self-regulated learning questionnaire (OSLQ) for use with Filipino students. The OSLQ was disseminated using cross-sectional survey method through Google Forms and 301 preservice teachers in the Philippines responded. To substantiate the data from the survey, the researchers conducted an interview with the selected participants (n = 10) and faculty members (n = 5) determined through intensity sampling. The confirmatory factor analysis and Cronbach's alpha estimates revealed that the OSLQ is valid and reliable (α = 0.921). The results showed that the participants' self-regulated learning (SRL) skills and strategies are above average, with high levels of environment structuring and goal setting but low on task and help-seeking strategies. They encountered several challenges in employing SRL in online courses. The findings of the study signify the need to use the validated OLSQ for Filipino preservice teachers in various context and to innovate activities that promote SRL skills and strategies.

Development of preservice teachers' competence beliefs, career values, and perceptions of teaching as a profession: A longitudinal study.

Competence beliefs, career values, and perceptions regarding teaching as a profession have important implications for preservice teachers' professional development. Longitudinal research concerning the development of preservice teachers' competence beliefs, values, and perceptions of teaching remains scarce. We investigated a sample of 270 Chinese preservice teachers on three measurement occasions. The expectancy-value theory framework was employed as a theoretical framework. We first tested the longitudinal measurement invariance of the FIT-Choice scale and then examined the growth trajectories of preservice teachers' competence beliefs, career values, and perceptions of teaching as a profession over time. The results showed that the FIT-Choice scale was characterized by longitudinal measurement invariance. The Chinese preservice teachers included in our sample exhibited an overall decline in the growth trajectories of values (e.g., social utility value) and perceptions of teaching (e.g., expertise, social status, salary, and career choice satisfaction) over time, with the exception of their perceptions of difficulty, which exhibited an overall increase over time. Their initial levels of all types of values and perception constructs exhibited individual variability. We did not find individual differences in the development of the constructs that we studied. Practical implications are discussed.

An empirical study on English preservice teachers' digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support.

This study aims to investigate English preservice teachers' digital competence regarding their self-efficacy in information and communication technologies (ICT), their collaboration with colleagues, and the support they received from the infrastructure. A questionnaire based on the "Digital competence of educators (DigCompEdu)" was used in this research. Structural equation modeling (SEM) was applied to verify the hypothesized model using data obtained from 425 graduate students majoring in English pedagogy. This study produced significant findings: (1) English preservice teachers' ICT self-efficacy has strong or moderate positive associations with their perceptions of collegial collaboration, infrastructural support and digital competence; (2) the association between participants' perspectives on collegial collaboration and digital competence is statistically equivalent to the association between their ICT self-efficacy and digital competence; (3) although English preservice teachers' perceptions of infrastructural support have a positive association with their views on digital competence, it is not as significant as the former ones; and (4) further study is needed, as the dependent variables in this study explained only 66% of the variation in collegial collaboration, 44% in infrastructural support, and 78% in digital competence.

Effect of Best Possible Self Writing Activities on Preservice Teachers' Attitudes towards Technology Integration.

Preservice teachers' attitudes towards technology integration influence their motivation for and future behavior in teaching, but effective interventions to modify attitudes towards technology integration are scarce in teacher education programs. This quasi-experimental study redesigned and integrated one of the most widely used positive psychology interventions-Best Possible Self (BPS)-for use in a stand-alone technology integration course to measure its effect in improving preservice teachers' attitudes towards technology integration. While results show no statistically significant difference between the control and treatment groups, the treatment group had more positive trends (significant increase in positive attitudes) than the control group (no significant increase in positive attitudes) even under the negative influence of pandemic. The results of this study suggest a need for continued development of and research on this type of activity.