Research Article
Liliana De La Caridad Molerio Rosa, Janneth Anatolia Morales Astudillo
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep679
ABSTRACT
The objective of the study was to determine the effect of a techno-pedagogical intervention based on the knowledge revision components (KReC) model and refutation texts on beliefs about dyslexia in pre-service teachers at the National University of Education. A quantitative approach was adopted, with a quasi-experimental, longitudinal pre-/post-test design with non-equivalent groups and explanatory scope. The sample consisted of 54 students in the fifth level of early childhood education, divided into a control group (n = 27) and an experimental group (n = 27). The scale of beliefs about dyslexia in pre-service teachers was applied, consisting of 20 items organized in four dimensions. The internal consistency of the instrument was adequate in both applications (pre-test = α = 0.859, ω = 0.863; post-test = α = 0.880, ω = 0.882). The intervention was developed over six weeks, with six sessions of 90 minutes. The results showed that both groups started from comparable initial conditions; however, in the post-test the experimental group obtained higher scores and a higher total gain. The ANCOVA confirmed significant differences in favor of the experimental group, controlling for the pre-test, F (1, 51) = 23.9, p < .001, partial eta squared (η²p) = .320. In addition, linear regression indicated that pre-test and experimental group membership significantly predicted post-test. It is concluded that the intervention was associated with improvements in beliefs about dyslexia among pre-service teachers.
Keywords: dyslexia, teaching beliefs, refutation texts, KReC, initial teacher training
Research Article
Hatice Sancar Tokmak, Turkan Karakus
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 319-332
ABSTRACT
The purpose of this qualitative study is to investigate how well initial teacher training in ICT prepare pre-service teachers to teaching profession. Eight pre-service teachers attending to the “School Experience” course from the Computer Education and Instructional Technology Department at the Middle East Technical University took part in this case study. Observation and interview methods were employed to gather data. Moreover, pre-service teachers’ lesson plans prepared for teaching activity were analyzed. The results showed that initial teacher training courses provided several affective teaching skills such as developing awareness about the importance of being well-prepared for each class, being calm for unexpected situations, and understanding the reasons of students’ misbehaviors in the class. However, according to ICT pre-service teachers, practical aspect of these courses was not enough. Most of them stated that they could not apply different strategies in different contexts. In addition, due to the lack of experience on classroom management they had difficulty in completing subjects although they left extra time for each activity in their lesson plans.
Keywords: Teaching practice, Initial teacher training, Case study, ICT pre-service teachers.