• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.396-402
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• 2022

The study deals with the problem of the formation of pre-service teachers' reflective skills in information environment. The role of reflection as a mechanism of formation of a modern teacher's self-consciousness was cleared up. The technology of formation of pre-service teachers' reflective skills was characterized and tested. The main stages of the technology were: a motivational and cognitive stage, a problematic and practical stage, and a reflective and operational stage. The substantiated pedagogical conditions of formation of pre-service teachers' reflective skills were adhered. The criterial and evaluative characteristics of the formation of pre-service teachers' reflective skills were worked out: components (reflection of personal conformity, reflection of the psychological and pedagogical barriers, reflection of professional growth); criteria (criterion of consistency, criterion of difficulty, criterion of potential); indicators (cognitive-evaluative, value-motivational, activity-creative). The levels of formation of pre-service teachers' reflective skills (insufficient level, acceptable level, and optimum level) were determined. The analysis of students' surveys showed the effectiveness and expediency of using the technology of formation of pre-service teachers' reflective skills in the process of professional training.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.195-224
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• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• Journal of Information Science Theory and Practice
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• v.8 no.2
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• pp.45-54
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• 2020

Access to relevant information determines the quality of life of an individual in society and the academe. Academic institutions have established information literacy programmes to enhance students' access to information. With the elevation of colleges of education to tertiary status in Ghana, pre-service teachers are now required to conduct research to improve their reflective thinking in order to be certified. However, the information access skills of students in colleges of education in Ghana are uncertain. This study draws empirical evidence from students in the Nusrat Jahan Ahmadiyya College of Education, Wa, Ghana on their information access skills. Primary data were collected from 303 respondents from the college using a stratified sampling procedure. The data were collected using a questionnaire and analysed using descriptive statistics. The results indicate that information is available to students through different sources such as the Internet, libraries, and contact with friends and authorities. However, students were limited in respect to access to relevant online resources for their academic activities due to inadequate information access skills. Potential solutions are discussed.