Science and mathematics backgrounds of elementary school teachers yet to complete the bachelor's degree

1960 ◽  
Vol 44 (2) ◽  
pp. 149-151
Author(s):  
Maurice Findel
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Bachelor's Degree ◽  
School Teachers ◽  
And Mathematics

scholarly journals Development and Validation Technological Pedagogical Content Knowledge (TPACK) Instrument for Teacher Mathematics in Elementary School

2021 ◽  
Vol 8 (8) ◽  
pp. 445
Author(s):  
Titik Suryani ◽  
Wardani Rahayu ◽  
Ari Saptono
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Quantitative Research ◽  
Teacher Competence ◽  
School Teachers ◽  
Policy Makers ◽  
Pedagogical Content ◽  
Lesson Content ◽  
And Mathematics ◽  
Development And Validation

Measurement of teacher competence through TPACK is very important to do. However, the majority of the instruments used to measure TPACK for elementary school teachers are not yet in line with the needs of the 21st Century. This study aims to develop a TPACK instrument for elementary school teachers in a valid and reliable Mathematic lesson. This study uses the quantitative research. The study sample involved 1490 teacher in elementary school,  grade IV, V, and VI teachers from state and private elementary schools with A level of accreditation, spread across fourteen sub-districts in the Kabupaten Bogor. Data analysis techniques use Winsteps 4.0.1. So that, overall, this instrument can be used to measure TPACK of elementary school teachers in the content of mathematics lessons. This instrument can be used to map teacher competencies based on TPACK values. Furthermore, if there are some weaknesses in the 7 aspects of the TPACK, policy makers can determine the follow-up that needs to be determined to further improve the competence of elementary school teachers. The dimensions that stand out in this research are lesson content, teaching approach, technology, pedagogy, content, and mathematics.

Preparing Qualified Elementary School Teachers

2010 ◽  
pp. 203-227
Author(s):  
Irina Lyublinskaya ◽  
Nelly Tournaki
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Time Data ◽  
School Teachers ◽  
Methods Courses ◽  
Technology In The Classroom ◽  
Using Data ◽  
And Mathematics

This chapter describes a process for the implementation of data collection technology that the authors introduced into the science and mathematics methods courses for preservice elementary-school teachers in a public, urban college. The curriculum of the methods courses was developed to include inquiry-based lab activities that utilize probeware and various data collection interfaces. The lesson plans and the reflections that the authors collected from the 124 preservice teachers over three semesters show that the courses not only exposed them to a variety of data collection instruments, but also changed their attitudes and confidence levels about using such technology in the classroom. The results of this project suggest that preservice teachers perceive data collection technology as a tool for the clear demonstration of otherwise hard to teach science and mathematics concepts to their students. After using data collection technology in their method courses, preservice teachers were able to create their own inquiry-based activities, in which their students were involved in collecting real time data, generating hypotheses, analyzing data, and drawing conclusions. The data collected from the preservice teachers also showed that they needed more experience and practice to better understand the benefits of this type of technology for their future students as well as for their own learning.

scholarly journals PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SEBAGAI ALTERNATIF DALAM MENGEMBANGKAN MINAT BELAJAR PESERTA DIDIK SEKOLAH DASAR

2018 ◽  
Vol 2 (2) ◽  
pp. 189
Author(s):  
Rika Widya Sukmana
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Science Technology ◽  
Lecture Method ◽  
Training Activities ◽  
Three Stages ◽  
And Mathematics ◽  
Teachers Professional Development ◽  
Insight Into

Community service aims to provide insight into knowledge of Science, Technology, Engineering and Mathematics (STEM) approach, to improve professionalism for elementary school teachers at SDN Cilisung 1 and 2, Bandung. In addition, it provides steps how to apply STEM approach for learners through training activities on STEM. The target of the training is elementary school teachers in SDN Cilisung 1 and 2 Bandung. Problems are solved in three stages of activity, namely preparation, implementation and evaluation. Preparation is done by conducting a preliminary survey to see the conditions in the field regarding teachers’ professional development. Implementation is done by training, using lecture method that is with presentation technique, followed by practice of micro teaching about STEM. Evaluation of activities carried out for each stage by collecting and summarizing data from each stage of activity. The results of the training activities show the success rate with an indication of material conformity with the needs of SDN Cilisung 1 and 2 teachers, positive responses from the participants, and most participants have understood the STEM approach.

Individualizing instruction in elementary school mathematics for prospective teachers

1966 ◽  
Vol 13 (3) ◽  
pp. 227-231
Author(s):  
Wilbur H. Dutton
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Prospective Teachers ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Elementary School Mathematics ◽  
Teacher Understanding ◽  
Considerable Research ◽  
Basic Concepts ◽  
And Mathematics

The importance of teachers' understanding of basic arithmetical and mathematical concepts has been studied by numerous research workers [2, 3, 4, 6].* The understanding teachers have of basic mathematical concepts is closely associated with the ability to present these concepts to children [10]. Considerable research has been done to show the amount of understanding of basic mathematical concepts possessed by prospective elementary school teachers. Most of these studies indicate pronounced inadequacies in teacher understanding, while a few [2, 3, 8] show that some aspects of arithmetic and mathematics are understood quite well. Few studies deal with methods and procedures for overcoming teachers' lack of understanding of these basic concepts.

scholarly journals Analysis of elementary school teachers’ perspectives on stem implementation

2020 ◽  
Vol 8 (1) ◽  
pp. 40-50
Author(s):  
Diah Susanti ◽  
Zuhdan Kun Prasetyo ◽  
Heri Retnawati
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Phenomenological Research ◽  
School Teachers ◽  
Public And Private ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Service Period ◽  
And Mathematics

The approach of Science, Technology, Engineering, and Mathematics (STEM) in Indonesia is a new thing in education. The actors in the world of education still continue to adapt to all changes and updates happened all the time. Yet, sometimes the changes are not supported by the improvement in teachers’ knowledge, skill, and readiness. This phenomenological research aims to analyze the elementary teachers' perspective in Science, Technology, Engineering, Mathematics (STEM) framework implementation in Indonesia. The research is phenomenological research focused on the elementary school teachers’ perspective on STEM implementation.  There are 35 teachers of public and private elementary schools with more than a year of service period in Yogyakarta, Indonesia was involved in this research. Data collection was conducted by the interview. The data collecting technique was analyzed with Bogdan and Biklen's analysis models. The analysis results were used to seek the information related to the following aspects: Teachers’ knowledge of STEM, benefits of STEM, steps of STEM implementation, assessment of STEM implementation, and teacher readiness to implement STEM. The results showed that the teachers’ knowledge in the STEM framework was still low and they were not ready to implement STEM for various reasons. This research is expected to be a reference for elementary schools and local government in socializing STEM and to support the STEM implementation in elementary schools.

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