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Wu, Dandan; Liao, Ting; Yang, Weipeng; Li, Hui – Early Education and Development, 2021
Research Findings: This study aims to explore the relationships between Scientific Epistemic Beliefs (SEB), Science Teaching Beliefs (STB) and Science-specific Pedagogical Content Knowledge (Science-PCK) in preservice kindergarten teachers from China. Altogether 987 preservice teachers were randomly sampled from a teacher education institution and…
Descriptors: Correlation, Scientific Attitudes, Epistemology, Pedagogical Content Knowledge
Awofala, Adeneye O. A.; Olabiyi, Oladiran S.; Awofala, Awoyemi A.; Arigbabu, Abayomi A.; Fatade, Alfred O.; Udeani, Uchenna N. – Digital Education Review, 2019
For Nigeria to attain her Vision 20: 2020, the school curricula must change in line with the development in technology. Teachers should be able to adapt technology into the teaching and learning process. Three non-intellectual elements that affect the degree of integration of technology into teaching and learning are attitude toward computer,…
Descriptors: Computer Attitudes, Anxiety, Gender Differences, Correlation
Demirel, Ihsan Nuri – African Educational Research Journal, 2020
In this study, the teacher candidates who study at Agri Ibrahim Cecen University, Education Faculty, Class Teacher Department, expect teaching faculty members to behave in a way, as described in education management organisation. Because they can be a role model by behaving the way they expect from teacher candidates. Teaching faculty members pay…
Descriptors: Preservice Teachers, Expectation, Teacher Behavior, College Faculty
Sarigöz, Okan – Online Submission, 2019
Inclusive education model is defined by UNESCO as an education model which involves the processes of respecting the variety of needs of learners, contributes to the participation of learners to the culture and society and helps alleviate discrimination within the educational system. This education model includes all the necessary changes in terms…
Descriptors: Preservice Teachers, Student Attitudes, Inclusion, Regular and Special Education Relationship