Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair

Xenofontos, Constantinos; Alkan, Sinem Hizli

doi:10.3390/educsci12010055

Cited by 7 publications

(4 citation statements)

References 49 publications

(62 reference statements)

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“…Despite existing outside the traditional school context, non-formal learning environments maintain an organized and goal-directed structure. Learning in these environments is structured and often led or supported by a teacher or an authority figure [13,14,[31][32][33].…”

Section: Supporting Pre-service Teachers' Teacher Identity In Non-for...mentioning

confidence: 99%

Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

Haatainen,

Pernaa,

Pesonen

et al. 2024

Education Sciences

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This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers.

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Section: Supporting Pre-service Teachers' Teacher Identity In Non-for...mentioning

confidence: 99%

Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

Haatainen,

Pernaa,

Pesonen

et al. 2024

Education Sciences

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“…The rapid increase in the number of documents occurred when COVID-19 hit all countries from 2019 until now. Until this manuscript was compiled, there have been 4 authors who published their documents, namely Xenofontos & Alkan (2022), Sibgatullin et al (2022), Santurio & Fernández-Río (2022), dan Nur et al (2022).…”

Section: Figure 8 the Main Fields Of Study That Use Games In Their Le...mentioning

confidence: 99%

“…However, after 2016, the number of documents issued increased significantly until it peaked in 2021 with 38 papers. By early 2022, 4 documents had been published (Nur, Kartono, Zaenuri, & Rochmad, 2022;Santurio & Fernández-Río, 2022;Sibgatullin et al, 2022;Xenofontos & Alkan, 2022). The production of articles on the topic of using games in primary schools is spread across some countries (Figure 2).…”

Section: Introductionmentioning

confidence: 99%

The Use of Games for Learning in Primary Schools: A Bibliometrics Analysis of The Scopus Database

Alfiah

Pratiwi²,

Anjarwati

2022

basicedu

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Elementary school learning that is integrated with games can increase student motivation in learning so that it can have a positive impact on learning outcomes. The bibliometric review used in this research aims to analyze articles that discuss the use of games at the elementary school level published in the Scopus database indexed journal for the period 2013-2022. A total of 122 articles discussing the integration of games in primary school level learning were analyzed. The review findings show that there was a significant increase in the number of publications in 2016-2021, around 77.87% of articles were published in that period. Spain and Indonesia dominate the number of publications. Four authors with 3 publications each are influential authors. Data visualization shows that this research topic can be grouped based on the type of game, type of game, subject of study, learning approach, type of learning, subject involved in research, and a number of topics that have the potential to be integrated with other topics to obtain novelty. The findings of this study can help relevant researchers to recognize research trends in the use of games for primary school learning globally and recommend directions for further research.

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“…The last decade has seen a growing body of studies investigating the relationship between learning environments and thinking styles from the perspective of Sternberg's (1997) theory on thinking styles. A good number of these studies have attended to the association between learning facilities and thinking styles (Fan & Zhang, 2013;Göloglu Demir & Çetin, 2022;Xenofontos & Hizli Alkan, 2022). For example, in Zhang and He's (2003) study of 193 university students from Hong Kong, findings showed that those who reported to prefer Type I creativity-generating thinking styles were inclined to favour the use of computer and information technology.…”

Section: Introductionmentioning

confidence: 99%

The Role of Learning Environments in Shaping Prospective Teachers’ Thinking Styles

2023

FeD

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Prospective teachers’ thinking styles might impact their attitudes and behaviors in the teaching profession. However, there is limited knowledge regarding the influence of the learning environments in teacher training programs on the thinking styles of prospective teachers. This research aimed to investigate the correlation between these two factors, using a constructivist learning environment theory and a threefold model of thinking styles as the theoretical framework. Questionnaires were administered among 1,062 year 4 prospective teachers (aged 22.74 ± .65) from a teacher training program in Chinese mainland. Demographics including gender and subject taught were controlled for. Stepwise multiple linear regressions were run and findings indicated that peer morale and constructive learning in learning environment significantly contributed to these prospective teachers’ creativity-favoring (Type I) thinking styles, whereas assignment and assessment positively predicted their norm-favoring (Type II) thinking styles. Implications for key stakeholders of teacher educations were discussed and suggestions for future studies were provided.

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Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair

Cited by 7 publications

References 49 publications

Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

The Use of Games for Learning in Primary Schools: A Bibliometrics Analysis of The Scopus Database

The Role of Learning Environments in Shaping Prospective Teachers’ Thinking Styles

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