AHA Moments of Science and Mathematics Pre-service Teachers

In this research, I looked into the consideration of the pre-in-service teacher (PST) on the educational experience of students through AHA. Participants included 37 inaugural teachers attending mathematics and science student education seminars. A qualitative method is used to analyze written and oral answers of PST to questions about AHA experience. There were four themes related to PST's AHA moment. Learning more about PST as a teacher, getting a contradiction between themselves and their beliefs, and predicting the importance of student misunderstanding. As shown here, the possibility of using AHA time allocation seems to support reflections between PSTs, but it is not obvious that these PSTs use decision and analysis.

In this research, after completing the career development program, we investigated the continued use of technology in practice of science and mathematics and in the current teacher. In this study, we also investigated factors that determine teacher's continued use of teacher 's technology, even after the expertise development program has ended. The results of this study suggest that the continued use of technology in education and learning is not the result of a single factor but the result of a combination of all the factors proposed by Baldwin and Ford (1988) There. For example, the results of this study show that in schools with technical tools, teachers are not motivated and teachers are not using technology for education because there is no support for school management.

In this research, I looked into the consideration of the pre-in-service teacher (PST) on the educational experience of students through AHA. Participants included 37 inaugural teachers attending mathematics and science student education seminars. A qualitative method is used to analyze written and oral answers of PST to questions about AHA experience. There were four themes related to PST's AHA moment. Learning more about PST as a teacher, getting a contradiction between themselves and their beliefs, and predicting the importance of student misunderstanding. As shown here, the possibility of using AHA time allocation seems to support reflections between PSTs, but it is not obvious that these PSTs use decision and analysis.