An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

This study aims to examine the change in teachers’ beliefs about training, presented as an online education for children’s literature and mathematics teaching pre-service pre-school, primary elementary teachers. The participants of research consisted 54 teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used study. data collection tools belief scale integration children's literature, self-efficacy belief, literacy scales. findings revealed that training enabled gain positive inputs within context all variables. Besides, scores varied across their branches. In addition, identified have significant effect on difference obtained from factors except practitioner competencies complicating process social norms. Based findings, various studies such face-to-face single field/branch basis may be conducted changes teachers' towards integrating literature.