How to Improve Sustainability Competences of Teacher Training? Inquiring the Prior Knowledge on Climate Change in Primary School Students

The work is carried out in accordance with the Sustainable Development Goal 13 Climate Action with prospective primary school teachers. The study presented is part of the science education subject at the University of Seville (Spain) during the 2019–2020 academic year. This research has two main goals, on the one hand, to present an innovative educational experience (design and implementation) for teacher training, on the other hand, to assess the educational implication of the experience from the prospective primary school teachers’ self-perception about their level of sustainability competences achieved. The novel educational experience consisted in the inquiry of prior knowledge about climate change in primary school children for the design of a lesson plan. The degree of scope of the educational experience, in particular, the level of sustainability competences achieved was assessed from the self-perception of the participants (Prospective Primary school Teachers) through a Likert-type questionnaire. The results show an improvement in the degree of acquisition of these competences, not only from their self-perception, but also from the investigative process followed through this innovative experience. Likewise, these results indicate the success of the educational proposal as a possible educational strategy for the sustainability of the curriculum in the field of science education.

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Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?

Australian Journal of Guidance and Counselling ◽

10.1375/ajgc.19.2.116 ◽

2009 ◽

Vol 19 (2) ◽

pp. 116-130 ◽

Cited By ~ 9

Author(s):

Orla Tyson ◽

Clare M. Roberts ◽

Robert Kane

Keyword(s):

Mental Health ◽

Teacher Training ◽

Primary School ◽

Usual Care ◽

Primary Schools ◽

Primary School Children ◽

Control Group ◽

School Teachers ◽

Primary School Teachers ◽

Usual Care Control Group

AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.

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Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

Mattawang: Jurnal Pengabdian Masyarakat ◽

10.35877/454ri.mattawang170 ◽

2020 ◽

Vol 1 (1) ◽

pp. 50-54

Author(s):

Said Fachry Assagaf ◽

Suradi Tahmir ◽

Muhammad Dinar

Keyword(s):

Elementary School ◽

Teacher Training ◽

Primary School ◽

School Teacher ◽

Primary Teachers ◽

School Level ◽

School Teachers ◽

Primary School Teachers ◽

Mathematics Class ◽

Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate primary teachers to conduct olympiad class in their school. The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

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THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol2.2326 ◽

2017 ◽

Vol 2 ◽

pp. 265 ◽

Cited By ~ 1

Author(s):

Victoria Guseva

Keyword(s):

Primary School ◽

School Children ◽

Educational Process ◽

Learning Activities ◽

Primary School Children ◽

School Teachers ◽

Pedagogical Tools ◽

Primary School Teachers ◽

Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

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Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach Between Fine Art and Science Education

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.435 ◽

2022 ◽

Vol 11 (1) ◽

pp. 435-443

Author(s):

Robert Potočnik ◽

Tanja Košir ◽

Iztok Devetak

Keyword(s):

Science Education ◽

Primary School ◽

Interdisciplinary Approach ◽

Fine Art ◽

Educational Goals ◽

School Teachers ◽

Art And Science ◽

Primary School Teachers ◽

Teaching Content ◽

Meaningful Connections

<p style="text-align: justify;">In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.</p>

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An assessment of the reading motivation skills of Nigerian primary school teachers: Implications for language and science education

Reading & Writing ◽

10.4102/rw.v4i1.33 ◽

2013 ◽

Vol 4 (1) ◽

Cited By ~ 2

Author(s):

Foluso Okebukola ◽

Tunde Owolabi ◽

Beatrice O.A. Onafowokan

Keyword(s):

Science Education ◽

Primary School ◽

National Policy ◽

Reading Motivation ◽

Reading Habits ◽

School Teachers ◽

Primary School Teachers ◽

News Reports ◽

African Children ◽

Good Reading

Recent studies and frequent news reports have expressed concerns about African children’s decreasing reading habits and dwindling achievement in language and primary science examinations. African children are not reading because they have reading difficulties or because they have no interest in books. This article focuses on the elementary schooling years, when the ability to read and comprehend and the love of reading are developed, using Nigeria as a case study. The article begins with a review of the literature on reading that underscores the importance of nurturing and supporting good reading habits amongst African children. Following a cursory exposition of the categories of schools in Nigeria and the place of reading and science in the National Policy on Education, the remainder of the article presents the findings of a study conducted to assess the reading motivation skills of primary school teachers and illustrates pedagogical ways of developing good reading habits amongst African children. Implications for language and science education are discussed.

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