pre-service-teachers
Filtering by topic pre-service-teachers(4)Clear all filters
- PaperEdArXiv (OSF Preprints)21 Jul 2026
From Environmental Noise to Pedagogical Signal: Analyzing the Educational Potential of Strategic Cinema in Representing Teachers' Professional Crises (A Case Study of Social Studies Pre-Service Teachers)
Hossein Talebzadeh
A qualitative study evaluated the 'Image Pedagogy' framework using strategic films as pedagogical laboratories for social studies pre-service teachers. Exposure to cinematic narratives improved their ability to differentiate 'environmental noise' from 'pedagogical signals' based on the Signal-to-Noise Ratio model, fostering a cognitive shift from emotional descriptivism to strategic analysis. The approach provided a safe environment for encountering classroom crises and enhanced managerial competencies under uncertainty.
Original abstract
This qualitative study was conducted to evaluate the operational framework of "Image Pedagogy." Utilizing an Observation–Analysis–Synthesis protocol, three strategic films were analyzed as dedicated pedagogical laboratories. The findings indicate that exposure to cinematic narratives significantly improves pre-service teachers' capability to differentiate "environmental noise" from "pedagogical signals" based on the Signal-to-Noise Ratio (SNR) model, inducing a cognitive transformation from "emotional descriptivism" to "strategic analysis." The results demonstrate that this approach, by redefining "professional experiences," provides a safe environment for encountering classroom crises and enhances educators' managerial competencies under conditions of acute uncertainty.
- PaperEdArXiv (OSF Preprints)17 Jul 2026
Designing and Evaluating an Integrated AI-Based Educational System for Enhancing Critical Analysis Skills in Pre-Service Teachers
Hossein Talebzadeh
An integrated AI-based educational system was designed and evaluated to enhance critical analysis skills in pre-service teachers. The study found dual-layered technical and human challenges, along with multifaceted learning outcomes, and conceptualized AI as a 'pedagogical assistant' that fosters transformative learning through engineered cognitive conflict.
Original abstract
Given the emerging challenges and opportunities of generative artificial intelligence (GenAI) in teacher education, this study designs, implements, and evaluates an integrated educational system aimed at enhancing the critical analysis skills of pre-service teachers. This qualitative case study was conducted with the participation of history and social science pre-service teachers at Farhangian University. Data documenting their experiences within an AI-assisted content analysis project was collected via team and individual evaluation forms and analyzed using the thematic analysis method. The findings revealed dual-layered technical and human challenges, alongside multifaceted technical, pedagogical, and soft skill learning outcomes. More importantly, the results demonstrated a dialectical relationship between challenge and learning, conceptualizing the role of AI as a "pedagogical assistant" that fosters transformative learning by deliberately engineering cognitive conflict. We conclude that the effectiveness of AI in teacher education depends on its integration into a meticulously structured educational system—one where challenges are systematically reframed as learning opportunities and technology serves as a catalyst for shaping the professional identity of innovative educators.
- PaperComputers & Education27 Jun 2026
Fostering digital confidence and collaborative creativity in pre-service teachers: Evaluating change through a convergence, divergence, and synergy lens
Mariam Osama Abdelkader, Jeya Amantha Kumar, Sharifah Osman, Scott Schopieray
The study evaluates changes in pre-service teachers' digital confidence and collaborative creativity using a convergence, divergence, and synergy framework.
- PaperComputer Assisted Language Learning11 Jun 2026
AI as a collaborator: pre-service teachers’ perspectives on preparing multimodal language lessons
Lucas Kohnke, Di Zou
Pre-service teachers' perspectives on using AI as a collaborator for preparing multimodal language lessons were explored, highlighting potential benefits and challenges. The study contributes to understanding AI integration in language teacher education.