@article {1570,
	title = {ADDRESSING PRE-SERVICE TEACHERS{\textquoteright} MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-515},
	abstract = {Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers{\textquoteright} conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. },
	keywords = {conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.499},
	url = {https://oaji.net/articles/2022/457-1662401000.pdf},
	author = {Johannes Addido and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1505,
	title = {INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {880-893},
	abstract = {It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers{\textquoteright} reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life.},
	keywords = {developmental perspective, mathematics teacher, mathematics textbook, pre-service teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.880},
	url = {http://oaji.net/articles/2021/457-1639554024.pdf},
	author = {Nurullah Yazici}
}
@article {1061,
	title = {PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-234},
	abstract = {Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers{\textquoteright} perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies.},
	keywords = {art, pre-collegiate students, pre-service teachers, science, STEM classrooms, STEM education},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.215},
	url = {http://oaji.net/articles/2017/457-1498500916.pdf},
	author = {Christy Belardo and Andrea   C. Burrows and Lydia Dambekalns}
}
@article {1076,
	title = {THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {394-409},
	abstract = {The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. 
},
	keywords = {case study, pre-service teachers, relevant visual arts curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.394},
	url = {http://oaji.net/articles/2017/457-1503750983.pdf},
	author = {Julius Ssegantebuka}
}
@article {947,
	title = {GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS{\textquoteright} MOTIVATIONAL ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {Pre-service teachers{\textquoteright} gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers{\textquoteright} motivational orientations need to be further explored and explicitly addressed by teacher educators. },
	keywords = {motivational orientations, pre-service teachers, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.17},
	url = {http://oaji.net/articles/2015/457-1430294332.pdf},
	author = {Knut-Andreas   Christophersen and Eyvind   Elstad and Trond Solhaug and Are   Turmo}
}
